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THE JAMAICA EARLY CHILDHOOD
CURRICULUM GUIDE
FOR CHILDREN
Four and Five
Getting Ready for Life
The Dudley Grant Memorial Trust in collaboration with the Ministry of Education and the Early Childhood Commission
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The Jamaica Early Childhood Curriculum Guide: Four and Five Getting Ready for Life
Published by The Dudley Grant Memorial Trust, 5 Gibraltar Camp Road, University of the West Indies Mona Campus, Kingston 7, Jamaica W.I.
Copyright © 2010 the Dudley Grant Memorial Trust
All rights reserved
Editors: Cecille Maye-Hemmings and Masie Wint
Graphic designers
Cover page: Suzette Royal – Suzi Design / Neil Buckle
Page layout: Neil Buckle
Financial support for this project was provided by the Ministry of Education, Jamaica; the CHASE Fund; UNICEF; and the Social Conflict and Legal Reform Project in Jamaica.
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CONTENTS
PAGE
Acknowledgements
II
Introduction
IV
Curriculum Guides – Four-Year-Olds
Developmental Objectives - Term One
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- Celebrations
31
Developmental Objectives - Term Two
53
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Plants
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Transportation
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Developmental Objectives - Term Three
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People in Our Community
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People in Our Community
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Celebrating Me
Curriculum Guides – Five-Year-Olds
Developmental Objectives - Term One
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Our Country Jamaica: Our People
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- Our Country Jamaica: Our People
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Developmental Objectives - Term Two
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Transportation
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Sports
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Developmental Objectives - Term Three
183
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Jamaica Land We Love
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The Weather
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Appendix
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ACKNOWLEDGEMENT
The Dudley Grant Memorial Trust, as the lead coordinating agency for the national Early Childhood Curriculum Project, wishes to acknowledge with great appreciation the contribution and hard work of all the participating individuals, groups and agencies.
The task involved the revision of the existing curriculum guide for the four- and five-year-old age groups and the development of a guide for
the birth to three-year-old age cohorts. Development of the supporting documents such as the Scope and Sequence and the Conceptual Framework for the age-range birth to five years was also a vital part of the process.
Many early childhood professionals have contributed to the development of these documents. While it would be difficult to mention everyone
by name, we must acknowledge some key individuals and groups who made significant inputs into the production of the documents.
We acknowledge the leadership, coordination and curriculum writing contributions of Dr. Rose Davies, Senior Lecturer at the Institute
of Education, University of the West Indies and chief consultant for the Project.
We thank especially the following outstanding contributors:
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Mrs. Joyce Jarrett for her vision and enormous generosity in sharing her time and expertise in the revision and development of the Curriculum Guide
Mrs. Eugena Robinson for her significant contribution in the development of the Curriculum Guide
Dr Donna Chin Fatt for her special contribution in reviewing the Scope and Sequence document and aspects of the Curriculum Guide
Mrs. Lorna Thompson for her commitment, leadership and expertise in the areas of curriculum development and numeracy
Mrs. Jennifer Silvera for her commitment, contribution and expertise in the area of literacy
The Education Officers and administrators of the Ministry of Education, in particular partners in the Early Childhood
Resource Centres, and in the Early Childhood, Core Curriculum and Special Education Units
The parents, early childhood practitioners and children who provided pictures and gave valuable feedback during the curriculum
development process
The Early Childhood Commission; HEART/NCT-VET; Social Conflict and Legal Reform Project; UNICEF; McCam Child
Development Centre; Shortwood, Sam Sharpe and St. Joseph’s Teachers’ Colleges; Ministry of Health; PALS and the Barita Foundation.
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Members of the George Brown College, Toronto, Canada for their assistance in reviewing the documents
Members of the Review Teams for their guidance and time
Members of the Lead Group for their leadership in, and dedication and commitment to the process
Members of the Technical Monitoring Committee for their support and leadership.
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THE CURRICULUM GUIDE FOR CHILDREN FOUR TO FIVE YEARS
INTRODUCTION
The first written Jamaican pre-school curriculum for children four to six years old was completed in 1973 through the Project for Early Childhood
Education (PECE), directed by Mr. D.R.B. Grant and funded by the Bernard van Leer Foundation. The “PECE Curriculum Manual”, as it was
called, was a very detailed instructional guide comprising 24 volumes totaling 4,988 pages. It provided a step-by-step approach for presenting
content from traditional subject areas. The detailed format was necessary as the majority of para-professional teachers in the basic schools then,
were inexperienced and lacked in-depth knowledge of essential child development and education principles and practices. The manual served as a
guide in the fortnightly workshops presented by a core of teacher trainers to develop the teaching skills of the para-professional teachers.
In 1979, based on the findings of a survey carried out by the Early Childhood Unit of the Ministry of Education, a curriculum review and revision
process was initiated, and in 1983 the new “Readiness Curriculum for Four and Five Year Olds” was introduced into early childhood institutions. The
revised curriculum format was much less detailed and prescriptive, allowing the increasingly better trained teachers greater flexibility in interpreting
and implementing the curriculum. The new “Readiness” curriculum replaced the subject-based structure of the PECE Manual with an integrated
curriculum approach, a model that places more emphasis on skills development across children’s developmental domains through integrated and
developmentally appropriate activities organized around themes familiar to the children. Both the PECE and the Readiness Curriculum continued
to be used in early childhood programmes up until the development of this present Jamaican Early Childhood Curriculum Guide for Children Birth
to Five Years. This new curriculum is presented in two volumes. Part 1 is the curriculum for children from birth to three years old, and Part 2 is
the curriculum for children four and five years old. The curriculum in its entirety represents the first national effort to provide an early childhood
curriculum for children from birth to five years old.
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THE CURRICULUM FRAMEWORK
One important aim of early childhood curricula is to help children to achieve the broad developmental goals and outcomes considered desirable
within their particular community. In this regard, representatives of 19 Caribbean countries met in Barbados in 2001 to identify desirable
learning outcomes for young Caribbean children by the end of the early childhood period. The group identified the following six desirable
learning outcomes or qualities for young Caribbean children:
Wellness – a child who is healthy, strong and well adjusted. The child will be physically well developed with good motor coordination and will
feel generally good about himself or herself.
Communication – a child who is an effective communicator. The child will understand and use language appropriately
Valuing Culture – a child who values his or her own culture and that of others. The child will appreciate, value and respect the many aspects
of his or her own culture as well as that of others.
Intellectual Empowerment – a child who is a critical thinker and an independent learner. The child will be aware of how to gather, process
and use information to solve problems and also to understand what happens in the wider environment.
Respect for Self, Others and the Environment – a child who respects self, others and the environment. The child will understand
the difference between acceptable and unacceptable behaviours; will be able to express empathy for others and build positive, respectful
relationships with others; the child shows concern for the environment.
Resilience –a child who has coping skills. The child will show persistence with challenging tasks, take risks and use acceptable social skills
to cope with difficulties.
Children are likely to achieve the above qualities or learning outcomes by the end of the preschool stage if their environment provides activities
and experiences that support such development over time. The adults who are an important part of the environment, whether at home or
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school, must be sensitive to the developing needs of the young children for whom they provide care and guidance. In the case of day care,
children perhaps spend more of their waking hours within centres than at home and are usually cared for by more than one caregiver. Part 1,
the curriculum for infants and toddlers, focuses on the development of the skills that children are capable of learning at that stage of their
development. It represents a set of interactive activities and experiences based on child development knowledge, that is, what the child can do
now and what the next step is (see Curriculum Guide for Children – Birth to Three is Key). Part 2, the curriculum for children four and five
years old, is designed to encourage integrated, play-based learning, as children continue to explore and discover the world around them and
develop skills in the various developmental domains. The curriculum is built on the principle that children learn best when content from various
disciplines along with skills from the developmental domains are integrated in line with the children’s holistic view and experience of the world
(See Conceptual Framework Principle # 6).
The Thematic Integrated Curriculum
The integrated curriculum places equal emphasis on advancing children’s skills in all the domains of development, viz: personal, socialemotional skills and spirituality (affective domain), aesthetic or expressive skills (creative domain ), intellectual and language skills (cognitive
domain) and fine and gross motor skills (psychomotor domain). The domains of development are constantly interacting with and affecting each
other. For example, a child who is unhappy and has low self-esteem (affective domain) is less likely to perform well academically (cognitive
domain) than a child who is happy and satisfied with self. Similarly a child who is physically undernourished or sick (psychomotor domain) is
less likely to cope academically (cognitive domain) than one who is well developed and healthy.
The curriculum for older toddlers (two to three years old) up to the five-year-olds is presented in thematic integrated units. Children are exposed
to different themes of interest and relevance to their own life experiences on an ongoing basis. To facilitate and support children’s learning
and skill building, the environment must change to reflect each new theme in terms of the appropriateness of the learning materials and handson learning experiences provided. As children explore each theme, they are provided with opportunities to learn in a variety of ways and to
develop skills in all the developmental domains. They can engage in mentally stimulating and challenging activities that increase their literacy,
numeracy, critical thinking and general knowledge skills; practise social skills during interaction in small and large groups with their peers and
adults; engage in aesthetic activities including drawing, painting, constructing, singing, dancing, dramatizing and reciting; engage in physical
sports and games; refine and master gross and fine motor skills, experiment, explore and discover the properties of many things in their world.
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Play is the core learning process of the integrated curriculum, and this is based on the belief that children must enjoy learning and should always
be engaged in meaningful, fun experiences that target the acquisition of desired skills and learning outcomes as identified in the curriculum
framework.
In summary, this integrated approach to curriculum is developmentally appropriate for use with young children as it
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helps children make the connections and linkages across traditional subject disciplines and thus subscribes to the holistic nature of
knowledge about the world
promotes children’s active involvement in planning and implementing curriculum activities
makes allowance for a range of activities, skills and levels of performance as children engage in exploring various themes
lends itself to many opportunities for children’s creative expressions, allowing for individual learning styles and multiple intelligences
facilitates the flow of meaningful activities across blocks of time in the daily schedule. Scheduling that supports integrated learning is
organized in large blocks of time rather than in the short periods used in the subject-based curriculum approach.
Children can pursue more meaningful learning when they are able to complete a task and are not forced to endure frequent transitions from one discrete lesson to another, such as leaving a science lesson unfinished to move on to a mathematics lesson.
SCHEDULING FOR THE INTEGRATED CURRICULUM
The traditional subject-based approach to scheduling of learning activities is inappropriate for use with the integrated curriculum. In this
curriculum approach, children must have the opportunity to learn in ways that are in harmony with how they think, view and experience the
world. More appropriate is the “block of time” approach in which essential elements of the day that offer numerous “teachable moments”
are provided for. These elements will include: arrival and greetings, free self-selected play, clean-up and transitions, devotion, circle time,
mealtimes, guided learning activities (similarity to “windows”), outdoor play, rest periods, experience of the aesthetics and creative arts, books
and story sharing.
• Arrival – this is an opportunity for practitioners to get to know children and their parents better as they receive and greet them warmly and initiate discussion.
• Free play – during this period the environment is adequately prepared with a wide range of activities that children can choose to
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engage in, e.g. table-top games and puzzles, book area, blocks, Dress-up Corner, Shop Corner and so on.
Devotion – this is traditionally done in Jamaican schools. At the early childhood level, this exercise should be fairly brief and the emphasis should be on character building and development of positive values and attitudes, e.g. caring, sharing, kindness, and honesty.
Circle time/group time – this is the first opportunity of the day for children to meet as a group and offers potential for a wide range of learning activities. It is a good time to introduce new concepts to the whole group, concepts that may be followed up further in smaller group sessions.
Guided learning – this period provides practitioners with the opportunity to focus on the learning needs of individuals and small
groups of children. Children generally continue to engage in skill-building activities that reinforce concepts previously introduced, or to learn new ones. The strategy of “grouping” can be effectively applied here as the emphasis is on small group activity. For example,
while the practitioner engages one small group in a particular teacher-initiated activity, e.g. literacy or numeracy skill-building, other small groups of children can work with self-correcting or self-directed activities requiring minimal oversight by the adult.
Transition periods – there are several transition periods throughout the day as children shift from one type of activity to another.
Children should be given adequate notice that an activity is about to change and then be encouraged through songs, jingles and poems to engage in cleaning up activities, using an element of fun.
Mealtimes – children might have one or more snack periods depending on the length of the day, as well as a main meal. This period offers good opportunity to share important learning about health, nutrition and cleanliness, e.g. how to properly wash and dry
hands before handling food. Children can also be guided in proper etiquette and how to be kind to each other. As far as possible, adults should sit and eat with the children and help them practise their social skills.
Outdoor play – barring inclement weather or other individual circumstances, this is a “non-negotiable” daily activity period. Young children must have daily opportunities to exercise their muscles and release pent-up energy. It is inappropriate practice to keep
children confined indoors all day as this promotes the development of unhealthy habits such as excessive TV watching, laziness and lack of interest in exercise.
Rest time – all young children need quiet periods of rest throughout the course of a day. This period can be enhanced by playing
soothing music that induces sleep.
Creative activities – on a daily basis children should have the opportunity to experience the creative arts, e.g. drawing and painting, constructing, dancing, singing or storytelling.
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FORMAT OF THE THEMATIC INTEGRATED CURRICULUM
Themes are organized relative to the three terms of the academic school year. Generally, for the respective four- and five-year-old age groups,
two themes are explored over each school term. The suggested duration of a theme is five weeks, based on the standard ten weeks per school
term. However, some flexibility can be exercised depending on the nature of the theme being developed. In the curriculum guide for fourand five-year-olds, themes are frequently divided into two or more sub themes with suggested time frames for coverage. Again, practitioners
must exercise good judgement and flexibility in determining whether the suggested time frames should be reduced or increased, based on the
children’s engagement and level of interest in a particular theme. Themes and sub themes are planned to provide developmentally appropriate
content related to the thematic focus. The selection of activities is guided by the scope and sequence outline for the age group and seeks to
integrate the skill development and knowledge facts into hands-on experiences for children. The themes covered for the four- and five-year-olds
include the following:
5-Year-Olds
4-Year-Olds
Term 1:
Celebrating Me
Celebrations
Term 1:
Our Country Jamaica - Our People
Our Country Jamaica - Our People
Term 2:
Plants
Transportation
Term 2:
Transportation
Sports
Term 3:
People in Our Community
People in Our Community
Term 3:
Jamaica Land We Love
The Weather
The curriculum guide is formatted in a landscape orientation across two pages. This enables the user to see, at a glance, all the necessary
information that should guide curriculum planning, process and practice. These include the age cohort, school term, theme, sub theme
and suggested duration (of sub theme). On the left side of the double page, arranged in three columns are the sub headings: Concepts and
Content, Suggested Learning Activities, Vocabulary and Sight Words. On the right side of the double page, also arranged in two columns,
are the sub headings: Practitioner Strategies which includes Preparing for Learning and Interacting with and Supporting Children. The
second column has subheadings: Look, Listen, Note and Involving Parents.
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Developmental Objectives
The appropriate developmental objectives for each age group, as outlined in the relevant Scope and Sequence Document, are presented as an
introduction to the two themes to be covered in each school term. The objectives are intentionally not included within the double-page layout
of the guide so as to avoid any attempt by users to align objectives with content, concepts, skills and activities on a page. The developmental
objectives are outlined for an entire school term rather than on a monthly or weekly basis. This is because of how children develop naturally.
Within any school term, each child will achieve different objectives at different points in time, through participating in activities different from
those of his or her peers.
Although this curriculum attempts to offer a comprehensive developmental programme for children, it is by no means “all-inclusive”. Indeed,
practitioners are encouraged to make additions and adjustments as he or she becomes more familiar with the themes, and consideration is given
to factors such as variation in learning environments, availability of materials and resources, parent and community involvement, number of
children in the group and so on. Practitioners are therefore encouraged to use this document as a guide in planning and not as the plan itself.
Special emphasis is placed on the development of age appropriate numeracy and literacy concepts and skills as these areas continue to present
challenges within the Jamaican education system. The emphasis is on helping young children to develop healthy and positive attitudes and
dispositions toward learning in these particular areas. Hence, it is expected that daily programme schedules will allocate specific times for
opening “windows” of opportunity for children to learn specific age appropriate literacy and numeracy concepts (see appendix for early literacy
and numeracy learning standards).
Concepts and Content
This section provides the theme-related content and concepts that can be appropriately introduced to the age group. Content focus for specified
periods (one week, two weeks, three weeks or more) is determined by the nature of the sub themes and the children’s level of engagement with
them. The information provided in the column is not intended to be “taught from top to bottom and from page to page”. Content information
is provided only to ensure that accurate facts are presented to children by the practitioners, in learning about different topics. Practitioners will
use the facts to develop their own unit and lesson plans. Once the content and related concepts have been introduced to children, practitioners
should use every opportunity to repeat and reinforce this information as children learn best when they hear, see and engage new knowledge and
skills over and over again. Practitioners are advised to use the curriculum guide as their primary source of information and guidance in planning
integrated lesson units. However, they also have the freedom to add or reduce concepts and content as necessary for effectiveness.
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Suggested Learning Activities
The activities suggested in this section are specially selected for their potential to expose children to experiences that will help them to learn new
concepts and develop a wide range of skills, e.g. psychomotor, cognitive or social-emotional.
As previously stated, emphasis is placed on early literacy and numeracy activities for which a strong foundation is necessary, given the
problems related to these areas in the wider society. In planning weekly activities, practitioners should aim to provide variety in the kinds of
experiences children are exposed to. They must aim to provide balance in integrating skills from the intellectual/perceptual, aesthetic/creative,
social-emotional and psychomotor areas into the carefully chosen activities included in each planned unit. Practitioners should also be
creative and add new and appropriate interesting activities, songs, stories and so on, which might not be included in the curriculum guide.
Vocabulary
This section highlights the new or familiar vocabulary emerging from the exploration of themes and sub themes, that children should be
encouraged to learn to use in conversation. Practitioners should make an effort to continue to reinforce the use of newly learned words in daily
verbal interactions. Some practitioners might consider some words too “big” for children to understand and use appropriately. But children
are very adept at learning the contextual use of words and should not be prevented from so doing on account of the imposed limitations on
vocabulary use. The vocabulary list is not intended for and should never be used as a spelling list.
Sight Words
These are high frequency words which children will encounter. Recognition of these words will enhance the children’s reading fluency. It is
recommended that practitioners reinforce these words using flash cards, word walls and memory games. Children can be encouraged to learn
to spell the words in these lists.
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Practitioner Strategies
Preparing for Learning
This section suggests specific tasks and precautions that practitioners can undertake in order to provide safe, stimulating and enriching learning
environments and experiences for the children. This involves being resourceful in making and/or sourcing materials that are needed for a
particular thematic unit, as well as seeking support from parents and community to enrich and infuse “life” into the curriculum.
Supporting Children
This section relates mostly to the affective elements of the curriculum. The emphasis is on the ways practitioners can promote positive self
concept and self esteem in children and help them to develop positive and pro-social attitudes and values. This requires that practitioners
individualize interactions with each child, paying particular attention to children’s social-emotional and special needs. It is important to note
that although suggested actions and principles in this column might appear in writing only once, they should always be reinforced and applied
every day that practitioners interact with individual children.
Look, Listen, Note
In this section, suggestions are provided as to what to observe and monitor in assessing children’s progress. The assessment suggestions are
related to the concepts, content and skills emphasized in each unit plan. Practitioners are encouraged to use a variety of assessment procedures
to monitor children’s progress, to include checklists, rating scales, observations and recording anecdotal comments.
Involving Parents
This section provides suggestions for how practitioners might involve parents and families in supporting their children’s learning both at home
and at school. Parents are also provided with simple and useful tips on how to deal with specific issues or promote development of specific skills
in their children.
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4–YEAR–OLDS
Term 1
Developmental Objectives
WELLNESS
If provided with the appropriate opportunities children will
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Use upper and lower limbs and whole body with increasing competence and skill in balance, direction, speed, use of space, throwing/catching and locomotor activity
Engage in imaginative and creative play indoors and outdoors; begin to participate in group games
Perform longer and more challenging movement sequences, e.g. dance, choreographed pieces
Establish hand preference
Demonstrate greater coordination and control in fine motor skills, e.g. hold pencil/crayon/paintbrush correctly, do lacing, use safety scissors,
dress/undress dolls and stuffed toys
Begin to understand concept of right and left; though confusing at times
Copy and print letters, numerals and symbols that are meaningful to them; identify and print first name, then both names; begin to learn their phone
number, address and other personal information
Display self-regulation in on-task behaviours, independence, self confidence, respond to praise
Develop sense of responsibility for own actions
Show interest in gender differences, e.g. boy or girl, caring for self, and making healthy choices
Demonstrate strong sense of belonging
COMMUNICATION
If provided with the appropriate opportunities children will
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Show enjoyment while being read to
Engage in turn-taking during discussions and in using materials; listen courteously and in a supportive manner
Tend to be expansive in exploring use of language; play/experiment with words and sounds; like to use new/strange/silly words
Speak in sentences increasing in complexity in structure; tend to be more talkative; want to explain everything; express thoughts intelligibly
Ask, understand and respond to simple “how,” “when” and “why” questions
Model the use of Standard Jamaican English (SJE) with guidance
Receive and deliver messages; listen to and complete at least 2 or 3 formal instructions accurately
Understand spatial concepts, e.g. in front of, behind, before, beside, far, near, above and below
Speak clearly and fluently
Use talk, objects and actions as symbols to express experiences and events
Enjoy participating in activities involving language games, playing with sounds, picture matching games, categorizing, “go-together” pictures and objects, puppetry, show and tell, sharing news
FOUR–YEAR–OLDS (Developmental Objectives)
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4–YEAR–OLDS
Term 1
Developmental Objectives
COMMUNICATION (cont’d)
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Name the capital and common forms of letters
Print names correctly
Recognize and reproduce sequences and patterns among objects, pictures and symbols
Select reading material according to special interest; show positive disposition to handling books
Talk about a picture, describing actions and objects; sequence about 2 to 4 pictures to tell a story; interpret pictures and read predictable picture text
Locate, say and pronounce some sight words
Recognise and produce words that rhyme
Read and interpret environmental print
Sequence words to make a sentence; sequence words to make phrases
Join dots in sequence to form pictures, symbols, letters, numerals; trace letters and numerals
Write basic lines and curves; form symbols, letters, numerals
Create text by drawing and/or using emergent writing
VALUING CULTURE
If provided with the appropriate opportunities children will
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Show awareness of and appreciation for different music, song, dance, art and crafts, stories, food, language and clothes, e.g. Jamaican folk and reggae music
Continue to imitate behaviours related to religious and cultural practices such as saying prayers, singing songs, etc.
Enjoy participating in activities that involve role-playing, wearing masks and costumes
Sing the National Anthem
Recognize and name some of the national Heroes/Heroine
Name the Prime Minister
Learn to value and respect all Jamaicans of different race and culture
FOUR–YEAR–OLDS (Developmental Objectives)
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4–YEAR–OLDS
Term 1
Developmental Objectives
INTELLECTUAL EMPOWERMENT
If provided with the appropriate opportunities children will
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Follow up to three instructions given at one time
Seek answers to “who,” “what,” “why,” “where” and “what if” questions
Develop basic skills in numeracy, literacy and oracy
Participate in activities to develop pre-numeracy skills in sorting and classifying, ordering and sequencing, and patterning
Explore aspects of capacity, volume, area, spatial relationships and weight through play activities involving liquids (e.g. water) and solids (e.g. sand)
Sort, identify, name simple geometric shapes, including circle, square, triangle, rectangle; copy shapes and combine more than two geometric forms in drawing and construction
Use non-standard units to measure lengths, e.g. hand span and paper clips; use mathematical language to express length, e.g. long and short
Use non-standard units to measure capacity, e.g. plastic containers and juice boxes; use mathematical language to express capacity, e.g. full and empty
Explore and talk about the passing of time during daily activities and routines; associate special days, events and celebrations with time-related concepts; begin to understand present, past, future
Use senses through interactive activities to investigate and learn about self, objects, others and the environment
Express interest and curiosity in own family and home and those of others
Talk about self, friends and family; recognize similarities and differences among each other; talk about and share own experiences, feelings and preferences
Follow classroom routines; begin to understand the purpose of classroom procedures; use materials in appropriate ways; continue to respect
and care for classroom materials and environment
Enjoy participating in music and movement activities involving sounds, rhythms, music, songs, rhymes, jingles, actions and other creative gestures and expressions
Experiment with distinguishing and creating sounds and sound patterns by clapping, tapping, stomping, using percussion instruments, etc.
Begin to experiment with using different media and materials in various forms of expression
Begin to observe straight and curved lines in the environment
Practise holding and controlling scissors for cutting
Begin to make representational drawings of objects, people and scenes from the environment
Participate in expressive activities, such as singing, dancing and dramatic play about own and others’ experiences, and about a range of feelings
such as joy, sorrow, disappointment, wonder, etc.
Begin to demonstrate socially acceptable ways of expressing gratitude to God, parents, teachers, friends and others
Talk about, sing songs and share in stories about spiritual leaders such as Jesus as a friend of children
Turn the pages of books
FOUR–YEAR–OLDS (Developmental Objectives)
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4–YEAR–OLDS
Term 1
Developmental Objectives
RESPECT FOR SELF, OTHERS AND THE ENVIRONMENT
If provided with the appropriate opportunities children will
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Develop a sense of self-worth and confidence; take pride in own work and effort; feel good about self; feel that they can succeed and experience success
Demonstrate more independence and sense of responsibility
Express a strong need for love, attention and affirmation from parents, teachers and all practitioners
Initiate interactions; relate to others, including siblings, friends, group members and classmates – sharing, taking turns, helping, caring, assuming responsibility, etc.
Recognize and relate appropriately to others who are different from them in any way
Demonstrate an understanding of and practise social norms in appearance and expression, e.g. personal grooming, hygiene
Show respect for each other’s privacy; show respect towards others and their property
Begin to display responsible behaviour and self-control at school, home and in the community
Participate in games and activities to develop self-awareness and individuality; begin to demonstrate a sense of trust and confidence in self,
own efforts and others
Show respect for nature, living things and recycling
RESILIENCE
If provided with the appropriate opportunities children will
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Demonstrate a basic understanding of right and wrong; help to construct set of class rules
Try new things and take risks; talk about dangers of play and activities which could be hazardous
Express moods and emotions in socially acceptable ways
Demonstrate the ability to cope with frustration, anger, rejection, grief, etc. in socially acceptable ways
Repeat and be able to give personal information such as own home address, telephone number, parents’ names, etc. in case of an emergency
Express negative and positive feelings verbally
FOUR–YEAR–OLDS (Developmental Objectives)
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4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
CONCEPTS AND CONTENT
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I Am Special
SUGGESTED LEARNING ACTIVITIES
I am special; there is no one else like me
I am special to many people, e.g. my family, my friends, my teachers and others who love me
I can show people they are special to me with a special hello, hug, smile
My name is special. It was chosen for me. It tells
who I am
FOUR–YEAR–OLDS
SUB THEME:
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Suggested Duration:
1 Week
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
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›
›
›
›
›
special
name
people
family
friend
teacher
love
hello
hug
smile
your
is
am
I
Celebrating Me
identify their own name cards
listen to/share, talk about stories related to being special; sing songs along with percussion instruments, repeat rhymes, poems and prayers about being special and loved
bring in pictures of themselves with their families and talk about their families/family events; create a mural with the family pictures; make models of family members from playdough or clay
discuss how families are unique
tell their full name; count the number of names they have; count number of people in their immediate families
identify their first name and last name
take snapshots of different groups in the class, talk about each child being special to the group or class
role-play and practise ways of showing each other they are special/role-play introducing self to others; use SJE speech pattern, e.g. What is your name? My name is ___________; I am _____________
engage in play with dolls and give dolls their own
special names
5
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
Prepare name cards for each child and fix to desk or table
Provide additional books on being special in the Book Corner
Source children’s family pictures
Be prepared and familiarize yourself with the words of songs, poems, rhymes, prayers, etc; record the tune/accompaniment to songs to
guide singing
Provide adequate percussion instruments so every child will
receive one
Prepare number cards and display them at the children’s level for
their use and reference
|
Were children able to
- identify own name cards?
- participate in activities?
- repeat poems, rhymes and prayers?
- tell their first and last names?
- count the number of names they have?
- use SJE speech pattern appropriately?
- tell the number of people in the immediate family?
Ask parents to
- collect and send in pictures of their child and their family
- tell children how or why their names were chosen
- assist with taking and printing pictures of the whole class and class groups, if they can
- supply pictures from magazines, calendars, posters, etc.
Be patient with the children as they develop self confidence
Greet each child by name, using gentle tones
Learn the proper pronunciation of everyday words and of
children’s names
Model SJE speech patterns
Use various strategies to encourage participation of all children
Highlight instances when children act appropriately – give praise
Explain how and why the practitioner’s name is special
FOUR–YEAR–OLDS
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
INVOLVING PARENTS
Interacting with and Supporting Children
›
›
›
›
›
›
›
I Am Special
Celebrating Me
6
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
I Am Special
SUGGESTED LEARNING ACTIVITIES
I can identify my own name
I can write my own name
I can call other children by their names
Names have different beginning sounds; names can
be long or short
The name Latoya begins with the /l/ sound:
we can also hear the /l/ sound at the beginning of
Lambert, Lianna, love
Many other words begin with the /l/ sound
The /l/ sound is represented by the letter “L” “l”; the capital letter is written “L” and the common letter is written “l”
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
name
short
long
capital
common
lower case
light
leaf
leg
Celebrating Me
identify/recognize own name cards
try to write own first name
play memory games to learn other children’s names
say rhymes and jingles using children’s names; sing name songs using percussion instruments and/or clap hands, stomp feet, snap fingers, do actions, etc. to produce/repeat a rhythm
share stories using own or other children’s names for
the characters; play games using each child’s name,
e.g. “I spy” and “Grab bag”
sort name cards in two categories: long and short names
identify names beginning with the /l/ sound, e.g. names
of classmates and family members; look for other words
that begin with the /l/ sound in the classroom, e.g. light, leaf and leg
practise forming the letter “L” “l” in the air and with body formations; trace, form, write the letter “L” “l” using a variety of materials, e.g. playdough, wet or dry sand, bottle caps, lacing, paints, big markers and crayons, cord or wool, sand paper, cut-out shapes and glue
7
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
›
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Provide name cards/tags/labels etc; use these for a variety of
activities daily
Use correct formation of the letter “L” “l” when preparing name cards, tags, charts, captions, etc; reinforce left to right directionality
Provide a wide assortment of listening games and activities to
reinforce recognition of particular sounds, especially the /l/ sound
Routinely sing the alphabet song with children
Post large sheets of paper on the wall for children to scribble
on freely
Prepare alphabet tiles/cards for the classroom walls
Label objects in the classroom, e.g. door, chair, clock and table
Were children able to
- recognize their names in print?
- write their first name?
- sort name cards according to length (long/short names)?
- identify and recognize words beginning with the /l/ sound?
- make the /l/ sound?
- suggest at least one word beginning with the /l/ sound?
- make the association between the beginning /l/ sound and
the letter “L” “l”?
- form the letter “L” “l” with correct directionality (top to bottom,
left to right)?
Interacting with and Supporting Children
›
›
›
›
INVOLVING PARENTS
Be sure that each child is positioned (posture) appropriately
for writing and that the jumbo marker/crayon/pencil is held
correctly; demonstrate letter formation; repeat directions and
model with your back towards the children
Provide lots of unruled paper for children to write on
Do not force any child to use the right hand; allow for individual right-handedness or left-handedness
Confirm the correct pronunciation of each child’s name with
his/her parent if in doubt; discourage any laughter at or “making
fun of” others’ names; help children appreciate and respect
everyone’s name
FOUR–YEAR–OLDS
|
I Am Special
Celebrating Me
Encourage parents to
- play listening games with their children
- help their children identify the /l/ sound in words
- provide crayons, pencils, paper to encourage children to try to write the letters in their first names
Provide parents with ideas of activities to reinforce their children’s
hand-eye coordination.
8
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
CONCEPTS AND CONTENT
›
›
›
›
›
I Am Special
SUGGESTED LEARNING ACTIVITIES
Some names begin with the /t/ sound, e.g. Tia,
Tanya and Tommy
I know other words that begin with the /t/ sound,
e.g. telephone, teacher, table
The /t/ sound is represented by the letter “T” “t”; the
capital letter is written “T” and the common letter is
written “t”
I can count from 1 to 20
I can identify groups of things as “more” or “less”
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
top
bottom
left
right
more
less
capital
common
trace
telephone
teacher
table
Celebrating Me
listen to stories and identify words with the /t/ sound
dramatize nursery rhymes, e.g. “Tom Thumb” and “Little Tommy Tucker”
take in for Show and Tell, one favourite toy to introduce
to the group
participate in listening games and identify, recognize, make the /t/ sound at the beginning of words
practise forming the letter “T” “t” in the air and with body formations; trace, form, write the letter “T” “t” using a variety of materials such as sand, playdough, crayons
count number of children whose names begin with “T” and “L”; say which group has “more” or “less” children
9
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Develop, with the children, the rules for Circle Time and Show
and Tell; reinforce courtesies and social graces when listening
and speaking
Label items in the classroom
Were children able to
- identify, recognize and make the /t/ sound?
- identify and recognize words beginning with the /t/ sound?
- suggest at least one word beginning with the /t/ sound?
- make the association between the beginning /t/ sound and
the letter “T” “t”?
- form the letter “T” “t” with correct directionality (top to bottom, left to right)?
Interacting with and Supporting Children
›
›
›
Listen keenly to what each child is willing to share during
discussions and encourage the group to listen, especially when
there’s a soft-spoken or shy speaker
Guide and model appropriate SJE speech patterns and grammar
Encourage children to say positive things; to avoid hurting
others’ feelings
FOUR–YEAR–OLDS
|
Celebrating Me
I Am Special
INVOLVING PARENTS
10
›
Encourage parents to
- read to children daily
- listen to children as they relate their events from school
›
Hold a parent meeting to discuss the role they can play in early literacy
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
CONCEPTS AND CONTENT
›
›
›
›
›
›
I Am Special
SUGGESTED LEARNING ACTIVITIES
My birthday is special.
My birthday is on _____ Example: October 12
There are 12 months in one year
Last year, I was 3 years old, now I am 4 years old,
next year I will be 5 years old
I can help to bake my birthday cake; I can measure and pour cups of milk, sift the flour, count the eggs and stir
the cake mixture
I can count and put the candles on my cake; we have
to be very careful when lighting candles; fires can
be dangerous
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
birthday
was
am
count
measure
pour
cup
sift
before
after
fires
dangerous
January
February
March
April
May
June
July
August
September
October
November
December
Celebrating Me
participate in activities, songs, dances, games and
imaginative stories that highlight each child’s birth date; sequence and talk about the months of the year, use
block/picture graphs, charts to display everyone’s birthday
use “was,” “am,” and “will be” appropriately in
responses and discussions
participate in some games played at parties, e.g. musical chairs, ring games and gift-hunt; sing songs
discuss, share experiences, role-play party activities;
express preferences for birthday party foods and
activities; bake a cake
use candles to reinforce number concepts and introduce safety around fires
11
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
Provide additional materials for imaginative play and role-playing birthday party activities
Involve children in recording and interpreting information on picture graphs and charts; provide colourful strips and recycled materials
Prepare birthday charts, calendars and cards with the names of
the months
Interacting with and Supporting Children
›
›
›
|
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- use “was,” “am,” “will be,” appropriately in responses?
- say when are their birthdays?
- participate in cake-baking activities?
INVOLVING PARENTS
Make each “birthday child” feel special; aside from singing
“Happy Birthday,” have him or her participate in activities in a
special way, or wear a birthday badge or crown or place his or her name onto the birthday banner
Be open to and respect the children’s expressed differences; allow children, on their own, to express themselves
Provide the children with appropriate words and phrases as they
participate in discussions, sharing and creative activities
FOUR–YEAR–OLDS
I Am Special
Celebrating Me
12
Encourage parents to
- come in, if possible, to celebrate their children’s birthday
- show how to bake a birthday cake and allow their children
to participate
- share with their children special things that happened on the
day they were born
4–YEAR–OLDS
Term 1
THEME:
THEME:
CELEBRATING
CELEBRATING
ME
ME
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
I have one body with many different parts
I have one head, neck, nose, mouth, tongue; two eyes, ears, nostrils, hands, feet; four limbs (two arms, two legs); ten fingers, ten toes and many teeth
I have hair on my head; hair can be short or long, kinky, curly, straight; black, brown, blonde, red, grey
There are many parts on my face, e.g. forehead, nose, mouth, chin, eyes, eyebrows, eyelids and eyelashes
There are different ways of showing my feelings; my face shows how I feel: I smile when I am happy; I frown when I am upset or angry
I can open and close my mouth; in my mouth there are many white teeth, gums and a tongue; I have two ears, one on each side of my head
I have five fingers on each hand, and five toes on each foot; nails are on my fingers and toes; I must keep them clean and short
I can count and add on my fingers and toes
FOUR–YEAR–OLDS
SUB THEME:
SUB THEME:
I Look IAnd
LookFeel
AndSpecial
Feel Special
|
Suggested Duration:
2 Weeks
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
body
many
head
arms
short
long
curly
straight
kinky
face
open
close
on
in
eyebrows
eyelashes
eyelids
red
blonde
black
brown
grey
Celebrating Me
draw body outlines of each other; display the outlines;
on outlines, colour in faces and clothes
observe and talk about similarities and differences, e.g. same, long and longer
use puppets, paper/cardboard dolls, soft/stuffed dolls to
identify, name, place body parts in correct places; also use potato dolls or dolls that can come apart; assemble puzzles
of parts of the body
count, sort, identify, name, recognize and place labelled pictures of various body parts onto charts or posters
use mathematical words, e.g. many, some, all, short and long; descriptions, e.g. curly, straight, in/on, open/closed in discussions and story-sharing
repeat rhymes and poems and sing songs about the body and its parts, e.g. the Skeleton Song (The head bone’s
connected to the neck bone); listen to stories about the self
use mirror to examine facial features; open and shut mouth and eyes, make a “paper plate” face
observe, talk about and do some of the practices for
caring for the body and its parts, e.g. washing and drying hands, brushing teeth, combing hair, sleeping and eating
count different number combinations using their fingers, e.g. two fingers and two more fingers are four fingers
all together
13
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
› Provide
- at least one full-length mirror in the Home/Dress-up Corner; - several smaller hand mirrors
- puzzles of the body
- additional story books, pictures, posters, etc. on the body
and caring for the body
- adequate amounts of materials so children can explore
and experiment on their own, e.g. paper plates, newsprint or brown paper, markers, glue, scissors and wool
- a chart of the body with labelled parts
›
Prepare Art and Music Corners
Interacting with and Supporting Children
›
›
›
›
Encourage the children to use the correct name for each part of
the body, help them with the proper pronunciation
Read stories to the children every day
Monitor when they are carrying out body care activities and note areas to be included for instructional planning
Model correct language structures for children, e.g. “My hair is long” instead of “My hair is tall”
FOUR–YEAR–OLDS
|
Celebrating Me
I Look And Feel Special
14
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify and name most body parts?
- place picture of parts of the body in correct position on an outline?
- use their fingers in counting and combining numbers?
- use mathematical words appropriately in responses?
- use descriptive words appropriately?
- use comparative words correctly?
INVOLVING PARENTS
›
›
›
›
Encourage parents to discuss with their children the special physical
features of their family, e.g. height, skin colour and colour of eyes
Ask parents and business places in the community to donate full-length mirrors, smaller hand mirrors and materials for body care
Ask parents to collect and bring in string, cord, drinking straw and any assortment of materials that can be used for measuring; also seek
donations of paper and cardboard
Seek the assistance of parents, grandparents, other members of the
community in making stuffed dolls
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
CONCEPTS AND CONTENT
›
›
›
›
›
I Look And Feel Special
SUGGESTED LEARNING ACTIVITIES
The words face, five, fingers begin with the /f/ sound
The /f/ sound is represented by the letter “F” “f”; the
capital letter is written “F” and the common letter is
written “f”
I have my own special fingerprints, handprints and
footprints; everyone has special fingerprints
People are of different sizes, e.g. big, small, tall, short, slim or fat
We can measure each other to see who is tall, taller and tallest, short, shorter and shortest
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
prints
fingerprints
handprints
footprints
long
same
different
height
size
tall
taller
tallest
slim
fat
people
short
shorter
shortest
face
five
finger
Celebrating Me
identify, recognize, make the /f/ sound; suggest words beginning with the /f/ sound; make the association
between the /f/ sound and the letter “F” “f”; write the
letter “F” “f”
use a magnifying glass to observe fingerprints and
footprints
make prints with thumbs, fingers, hands and feet; display prints; make other prints using various objects, e.g.
vegetables, sponge and rocks;
observe animal paw prints
observe, discuss, record and display in a variety of ways similarities and differences in the height and size of
each other
compare each other’s height using height charts or strips of paper or cord using the words tall, taller, tallest
15
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
Be equipped with several magnifying glasses and/or improvised
ones made from plastic bottles or plastic bags with water
Make a collection of materials that can be used as improvised units
of measurement such as cord, string, paper clips, pencils, etc.
Provide a height chart, prepare a letter chart with pictures and words beginning with the letter “F” “f”
Interacting with and Supporting Children
›
›
›
›
Give only few brief, clearly stated instructions at a time
Label each child’s work; display their work attractively
Use positive words to reinforce the special features and characteristics of the children
Document and display children’s work
FOUR–YEAR–OLDS
|
Celebrating Me
I Look And Feel Special
16
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- follow instructions?
- work cooperatively with others?
- talk about their observations of prints?
- identify words beginning with the /f/ sound?
- suggest at least one word beginning with the /f/ sound?
- make the association between the beginning /f/ sound and
the letter “F” “f”?
- form the letter “F” “f” with correct directionality (top to bottom, curved line)?
INVOLVING PARENTS
Encourage parents to
- help children to identify “F” “f” words in the environment
- look at the children’s displayed work with their children
as display guides
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
CONCEPTS AND CONTENT
›
›
›
›
I Look And Feel Special
SUGGESTED LEARNING ACTIVITIES
I can dress up for different occasions, e.g. for play,
parties, church and school
I like to wear different clothes, e.g. uniforms, pants, shorts, dress, skirt, shirt and hat. I feel and look very
special in my clothes
The words hat, hand, head, Hannah begin with the /h/ sound; the /h/ sound is represented by the letter “H” “h”; the capital letter is written “H” and the common letter is
written “h”
_____ is my favourite colour because_________
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
parties
church
school
clothes
uniform
pants
shirt
skirt
hat
dress
colour
Hannah
hand
head
Celebrating Me
role-play dressing up for different occasions
sort pictures of clothing for different occasions,
e.g. school, church and games
participate in listening games to identify the /h/ sound
practise forming the letter “H” “h” in the air and with body formations; trace, form, write the letter “H” “h”
using a variety of materials
take pictures in different clothes and create a class
photo album
count number of items in Dress up Corner and draw
pictures to represent different number sets of shoes and clothing; write the matching numerals
listen to the story of Cinderella or one with similar theme; talk about sequence of the story and then dramatize
aspects of the story from memory
draw, colour pictures of various items of clothing using various colours
17
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
Provide scrap books or photo albums
Have access to digital camera
Provide at least one full-length mirror
Provide additional dress-up clothes, headgear, footwear, costumes, uniforms, other materials and accessories
Provide various story books and special props for the Cinderella story
Interacting with and Supporting Children
›
›
›
|
Celebrating Me
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- listen attentively to the story?
- sequence events from the story?
- dramatize aspects of the story?
- count items and match the numeral?
- identify the letter “H” “h?”
- form the letter “H” “h”?
Observe and note those children who need additional practice in
hand-eye coordination, e.g. control of scissors and paper positioning
Facilitate children’s enhanced learning during dramatic play
Encourage children to work with a partner or in small groups;
monitor closely the interaction within groups and provide support
and encouragement frequently
Encourage children to express individual preferences; avoid
dominating with own/adult bias
FOUR–YEAR–OLDS
I Look And Feel Special
INVOLVING PARENTS
›
›
18
Encourage parents to take children out for special activities and role-play various events
Ask parents to collect and bring in clothes, costumes, uniforms,
accessories and photographs
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
CONCEPTS AND CONTENT
›
›
›
›
I Look And Feel Special
SUGGESTED LEARNING ACTIVITIES
My feelings may change. I have different feelings
throughout the day
Everybody has different feelings; we can be happy, sad, angry, excited, afraid lonely or bored
I can choose the way I show my feelings; there are proper ways and there are hurtful ways to show feelings; I should choose proper ways to express my feelings without
hurting others
Instead of hitting someone who hits me, I can use words to say “I don’t like it when you hit me”
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
afraid
happy
sad
angry
excited
lonely
bored
feelings
Celebrating Me
listen to stories, ask and respond to questions, share thoughts on being special
describe how they feel, using simple words
match the expressions on faces of people in
pictures with their associated feelings
make face masks showing different facial expressions
look in a mirror at their facial expressions; draw pictures for a “feelings chart” to show facial expressions associated with different feelings
talk about their different feelings; sing songs about
feelings, e.g. use puppets to show and role-play situations that bring out different feelings and dramatize how to express feelings appropriately
19
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Provide puppets, charts with facial expressions and emotions
Practise using helpful ways and words in the classroom; model
the use of courtesies and good manners
Provide materials to make masks and puppets and supporting props
Were children able to
- identify and name different feelings?
- talk about their feelings?
- demonstrate their feelings with appropriate expressions?
- give at least one proper way of showing feelings?
Interacting with and Supporting Children
›
›
›
›
›
Respond to each child’s personal comments and views, especially when discussing their feelings and differences
Respond when each child talks about his or her feelings listen carefully and be sensitive to what each child is saying; make eye contact when each child is willing to share; focus on what the child is saying
Encourage each child to share and talk about his or her feelings;
use encouraging words such as, “Thank you for sharing that with
us, Kevin”
Support children in their attempts at conflict resolution
FOUR–YEAR–OLDS
|
Celebrating Me
I Look And Feel Special
20
INVOLVING PARENTS
›
›
Share with parents the theme/sub-themes/areas being studied in class
and include them in helping children to use proper ways and words to show/express their feelings
Share with parents, at Open Day or PTA meetings, the use of helpful
ways/words rather than hurtful ways/words to show feelings
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
CONCEPTS AND CONTENT
›
›
I Look And Feel Special
SUGGESTED LEARNING ACTIVITIES
I can use words to express my feelings, e.g. “I am angry,”
“I am sad,” “I am afraid” and “I am sorry”
I should not express my feelings through hurtful actions, e.g. fighting, shouting, hitting and teasing
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
kind
hurtful
teasing
fighting
shouting
hitting
sorry
angry
Celebrating Me
practise using kind words and courtesies
make a list of kind words and phrases that are useful
and may be commonly used in the children’s
environment, especially in the classroom and on
the playground
role-play, listen to and make up stories, ask questions
and give answers and talk about situations that make
them have different feelings
describe some of the different feelings they have and
suggest the kind words or actions that they might want
to say or do instead of hurtful ones
distinguish between kind and hurtful words and actions and their consequences
practise using words to express their feelings to playmates during free play and other times
21
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
Select or make up appropriate stories about and collect
pictures/posters of familiar happenings that will arouse different
feelings such as joy, excitement, anger and frustration
Provide picture story-books (along with posters, pictures,
jigsaw puzzles etc.) about feelings for Reading Corner
When adding new books and materials to any of the activity
corners be sure to introduce them to the children first, highlighting what is of particular importance and interest
Interacting with and Supporting Children
›
›
Help children to be able to make appropriate choices when showing their feelings; to choose helpful and not hurtful words or actions
Be sensitive to each child’s feelings
FOUR–YEAR–OLDS
|
Celebrating Me
I Look And Feel Special
22
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- make the connection between their choice of using kind or hurtful words/actions and the result/consequence?
INVOLVING PARENTS
›
›
›
Encourage parents to read stories to their children about feelings and
talk about the emotions expressed by the characters
Invite the parents of those children who frequently use hurtful words
and ways of showing their feelings to talk about and work out ways of helping the children make better choices
Have meeting for all parents to discuss behaviour guidance strategies
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
CONCEPTS AND CONTENT
SUB THEME:
I Look And Feel Special
SUGGESTED LEARNING ACTIVITIES
Children will engage in a wide range of activities in
which they can
›
›
›
›
›
›
›
I can use my senses to find out special things about
myself; I can see things all around me
I can see far and near with my eyes
I can see colours (red, yellow, blue, green, orange,
purple), shapes (circle, square, triangle, rectangle, heart) and objects of different sizes (big, little, tall, short, long, fat, skinny, wide, narrow)
I can read my name and some words around me; I can identify some of the letters in my name
I can close my eyes and imagine many things
I can remember things that are missing and look for
things hidden or lost
Some people need glasses to see well; people who are blind cannot see
FOUR–YEAR–OLDS
|
›
›
›
›
›
›
›
›
›
›
›
›
Celebrating Me
listen to and discuss stories, sing songs, repeat rhymes, jingles, poems and finger-plays about the senses
talkabout taking care of the eyes
distinguish between far and near; play games such as “How green you are”, “I spy”
look at various objects and things around them through sunglasses, binoculars, magnifying glasses
look at own eyes in the mirror, describe the eye lids and
eye balls
participate in art activities experimenting with colours, shapes and sizes
identify by sight own name, and that of others, some words in their environment; identify and write letters in their namesand other words; distinguish some letters in
their capital and common forms
play picture card memory games and ‘What’s missing’ games
draw pictures to represent ideas from stories heard
identify an object by listening to the description with their eyes closed or blind-folded
talk about/role-play and participate in pretend play
involving things they imagine they can see when eyes
are closed
practise games involving visual memory and figure ground
23
VOCABULARY
(Not to be used as a
list for spelling)
senses
near
colours
shapes
sizes
fat
skinny
wide
narrow
imagine
look
heart
rectangle
blind
far
long
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
Provide
- a “Senses Chart” showing use of each of the five senses
- additional books on the senses in the Book Corner, magnifying glass, binoculars, sunglasses
- pictures, photographs, magazines, charts, posters for discussions on similarities, differences and other detailed observations
- a variety of art media, e.g. paint, crayons, stamps and chalk
- additional flashcards with the children’s names, words from their environment; begin to develop a print rich area
- objects and pictures for games in memory and figure ground
Allow the children to use their imagination; seek their responses to “why…” “what if…” and “suppose…” questions; seek suggestions for different endings; encourage the children to imagine and guess
Accept and commend each child’s effort to form letters; do not
compare children’s work
Encourage children to always write their own names on their work
FOUR–YEAR–OLDS
|
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- suggest at least one way the eyes are useful?
- distinguish between far and near?
- describe their observations in terms of colour, shape, size?
- identify and read own names?
- identify, name and write the beginning letters of their names?
- identify, name and write letters “L” “l”, “T” “t”, “F” “f”, “H” “h”?
- identify the senses
INVOLVING PARENTS
Interacting with and Supporting Children
›
›
›
I Look And Feel Special
Celebrating Me
24
› Encourage parents to
- play games and participate in activities similar to those at school,
especially for developing visual memory
- play games with their children as they begin to recognize sounds
and words in their environment
- discuss the senses at home - let the children participate in cooking
experiences, discussing sensory stimulation
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING
CELEBRATINGME
ME
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
›
›
›
|
Suggested Duration:
2 Weeks
DoI Can
Special
Do Things
Special Things
SUGGESTED LEARNING ACTIVITIES
I can hear loud and soft sounds with my ears
I can hear the same sound at the beginning of some words,
e.g. apple, Adam
The words apple and Adam begin with the /a/ sound
The /a/ sound is represented by the letter “A” “a”; the capital letter is written “A” and the common letter is
written “a”
I can hear sounds which are near and far away
There are many sounds I can hear in the day,
e.g. the motor of the refrigerator, toilet flushing, the
traffic and school bell ringing
There are sounds I like, e.g. music, birds chirping and
someone singing and sounds I do not like, e.g. screaming, loud noises and furniture scraping along the floor
I can hear a different sound at the beginning of
some words; I can make the sound at the beginning of my name and listen for the same sound in other words; I can listen for words that sound the same
People who cannot hear are deaf
Some people wear hearing aids to help them hear
Many deaf people communicate by signing
FOUR–YEAR–OLDS
SUB THEME:
SUB THEME:
I Can
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
›
listen
ear
loud
soft
music
classical
jazz
reggae
calypso
deaf
hearing aids
signing
sound
apple
Adam
Celebrating Me
use a variety of percussion instruments and other objects to make loud and soft sounds; sing songs and repeat
poems, jingles, rhymes in loud and soft tones
talk about caring for their ears
talk about what might happen if we listen to music that
is too loud
distinguish between and classify sounds from far and near and suggest the sources and location of the sounds
listen to, identify and talk about different sounds heard in their environment and the sources of these sounds
listen to different types of music, e.g. religious, classical, jazz, folk, reggae and calypso
identify and sequence 3 levels of sounds from soft
to loudest
distinguish between sounds they like (favourable/
pleasing/pleasant sounds) and those they do not like
(unfavourable/unpleasant sounds); express preferences
make and play musical instruments from discards
identify and make specific sounds heard at the beginning of different words; listen for rhyming words and
alliteration in rhymes, poems, songs
practise forming the letter “A” “a” in the air; trace, form
and write the letter “A” “a” using a variety of materials
participate in listening games to identify the /a/ sound
25
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
Prepare tape recordings of loud and soft sounds; sounds from the environment which are familiar to the children
Have available tape recordings of different types of music
Take the children on nature walks, around the school grounds or
the immediate environs to listen to, identify, classify and talk
about sounds
Provide appropriate and safe “trashables” for children to use in
making instruments
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- distinguish between loud and soft sounds?
- distinguish between sounds heard from afar and those nearby?
- identify sounds and their sources?
- identify the beginning sound of different words?
- suggest words beginning with the /l/, /t/, /f/, /h/, sound?
- reproduce the /a/ sound?
- write the letter “A” “a”?
Make a class book or poster of musical instruments
Interacting with and Supporting Children
›
›
I Can Do Special Things
Be sensitive to those children who are hearing impaired and include activities for their involvement at all times
Keenly observe children’s responses during sound activities in order to detect possible hearing difficulties
INVOLVING PARENTS
Encourage parents to
- play listening games with their children
- expose children to different kinds of music
- follow up on any suspected hearing loss in children
Send home pictures of objects/activities that focus on a specific letter
sound; parents and their children can suggest additional words that begin
with the sound
FOUR–YEAR–OLDS
|
Celebrating Me
26
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
I Can Do Special Things
SUGGESTED LEARNING ACTIVITIES
I can smell with my nose
My nose has two nostrils
Our nostrils help us to breathe and should be kept clean and clear.
I like to smell some things, e.g. perfume and flowers;
I do not like to smell some things, e.g. rotting objects
Some smells warn me of danger, e.g. smoke, something burning, chemicals
I can taste with my tongue; I can taste things that are
sweet, sour or salty
There are things that I like to taste, e.g. ice cream,
pineapple, banana and chips; and things I do not like to taste, e.g. cerasee tea, pepper
I can smell many scents, some things smell differently
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
›
smell
nose
nostrils
smoke
aroma
spices
vanilla
nutmeg
tongue
mouth
taste
eat
danger
rotting
Celebrating Me
talk about the care of their nose, e.g. blowing gently
into tissue, not putting objects like peas, stones into
the nostrils
identify, describe and classify smells/scents which
are found to be pleasant and unpleasant; express
own preferences
observe objects and pictures, and talk about smells that indicate danger, e.g. smoke or gas
help to prepare a banana milk shake using various spices, e.g. vanilla, nutmeg
talk about the pleasant aroma
help to pour half-cup of milk shake in own cup
identify, describe, talk about a variety of tastes and
flavours they like and do not like
identify, describe, talk about a variety of smells, scents, fragrances and things that smell differently
participate in bean bag toss activity while naming scents
make a collage of their favourite things to eat from
magazine pictures
make a graph from tasting 3 items - pick the one they
like best
place pictures or real objects in the correct box, each
labelled sweet, sour, salty
27
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
Provide a variety of things to smell and taste which are neither
dangerous nor risky (i.e. check for allergies among children)
Provide ingredients and blender to make banana shakes; plastic cups
Source additional books about the senses
Access any available posters, pamphlets, information about the senses
Prepare bean bag toss activity with shape of an open mouth;
children will be able to toss bean bags into the mouth
Interacting with and Supporting Children
›
›
›
While allowing the children to express their own preferences,
encourage and guide them in listening and showing respect to others as they share their preferences
Be aware of children’s allergies
Assist children in their conversations and discussions with
appropriate words and descriptions
FOUR–YEAR–OLDS
|
Celebrating Me
I Can Do Special Things
28
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify and describe different smells?
- throw bean bags through the opening?
- classify tastes as sweet, sour, salty?
INVOLVING PARENTS
›
›
›
Encourage parents to engage children in throwing and catching
activities at home
Ask parents for items to be used in activities requiring smelling
and tasting
Invite parents to assist with accompanying the children on nature walks around the immediate community and talk about scents they identify
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
CONCEPTS AND CONTENT
›
›
›
›
›
›
I Can Do Special Things
SUGGESTED LEARNING ACTIVITIES
I can use my hands and fingers to touch and feel things that are hot, cold, warm, rough, smooth, furry, sharp, sticky, wet, dry, etc.
I can do many things with my hands, e.g. draw, make signs, carry things and clean up my classroom
I can move from one place to another, e.g. run, walk, jump, climb, dance, slide, roll, skip and gallop; I can play in many ways, e.g. ring games, hopscotch, swing, catch, throw, kick; I should be careful when I play
Some people do not have any limbs and some cannot
use their limbs
I can brush my teeth with my toothbrush
I should brush my teeth after I eat
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
toothbrush
teeth
warm
cold
hot
mouth
throat
skin
touch
feel
smooth
furry
slippery
sticky
wet
dry
Celebrating Me
identify, describe and classify things that are hot,
cold, warm
demonstrate hygiene practices in caring for their
tongue and teeth
create clapping and snapping patterns with their hands
identify, describe and classify objects according to texture
demonstrate hand-eye coordination and use of fine
motor skills, e.g. cutting, pasting, tracing, colouring in,
tearing, weaving
demonstrate use of gross motor skills in moving from one place to another, free play, organized games, etc.; dance creatively to classical music and march to
marching music
talk about and demonstrate taking care at play
imagine living without hands and feet and talk about
what that would be like
discuss why some people lose their limbs, e.g. birth
defects, sickness, accidents and unsafe play
discuss the need to make safe choices
identify each of their senses and say what they can do with each sense
29
4–YEAR–OLDS
Term 1
THEME:
CELEBRATING ME
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Provide
- warm water and ice cubes for children to feel
- music for children to move to
- materials for children’s use in art and craft activities
- finger-play activities
Were children able to
- identify, describe or classify objects according to temperature,
e.g. hot, cold, warm?
- identify, describe or classify objects according to texture,
e.g. rough, smooth or furry?
Interacting with and Supporting Children
›
›
›
›
›
Provide step-by-step guidelines in carrying out fine motor activities
Avoid doing too much for the children; allow the children to do the activities themselves
Allow an adequate amount of time for the children to complete
each task
Help children to demonstrate understanding and tolerance towards others with disabilities
Take special care when dealing with hot objects
FOUR–YEAR–OLDS
|
Celebrating Me
I Can Do Special Things
30
Observe and note each child’s performance in gross motor activities, organized and group games
INVOLVING PARENTS
›
›
Encourage parents to allow their children to help in chores at home,
e.g. setting the table and collecting ingredients for preparing meals
Discuss foods and their senses with the children
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
SUB THEME:
National
National
HeroesHeroes
Day
CONCEPTS AND CONTENT
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
National Heroes Day is celebrated in the month
of October
On this day we celebrate the bravery of our national
heroes and heroine
The word day begins with the /d/sound. The /d/ sound
is represented by the letter “D” “d”; the capital letter is
written “D” and the common letter is written “d”
A hero is someone who does something important or brave for his or her country or to help others
We are proud of our national heroes and heroine because they were brave
We can also do things and behave in ways that make us feel proud of ourselves
FOUR–YEAR–OLDS
|
Celebrations
Suggested Duration:
1 Week
Day
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
hero
heroine
brave
proud
national
Jamaican
country
day
bravery
tell the month in which National Heroes Day is
celebrated
identify the /d/ sound in words such as day, daddy,
and David
practise forming the letter “D” “d” using a variety of
materials
talk about the meaning of the words hero, brave; tell and dramatize own stories about being brave
listen to and retell the story of David and Goliath, The Little Red Hen and other stories about bravery; also stories about our national heroes/heroine; make use of puppets for storytelling
talk about the things they do at home and at school that they feel proud about
say poems and rhymes about national heroes/heroine
31
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
Have calendar available for children to see sequence of months
and days of the week
Practise the appropriate procedures for teaching letter sounds and formation of numerals and letters
Prepare appropriate props for use in telling stories such as puppets and clothing
Prepare word cards for words already learned, e.g. brave, hero
and heroine
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify the /d/ sound and form the letter “D” “d”?
- match the names of heroes/heroine to their pictures?
- identify similar and different words by sight?
- demonstrate understanding of the words brave and proud based on their own shared stories?
- repeat poems and rhymes about the national heroes/heroine?
INVOLVING PARENTS
Interacting with and Supporting Children
›
›
›
›
Talk with children about what makes them feel afraid and what makes them feel brave
Reassure children about fears they have and encourage them to
talk about these
Use positive terms to describe children’s pro-social behaviours
and praise their efforts
Encourage children to be helpful to each other
FOUR–YEAR–OLDS
|
National Heroes Day
Celebrations
32
›
Invite parents to assist in preparing and setting up classroom displays on the seven national heroes/heroine
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
CONCEPTS AND CONTENT
SUGGESTED LEARNING ACTIVITIES
›
›
›
Jamaica has six national heroes (male) and one
heroine (female)
The word six ends with the /x/ sound; the /x/ sound is
represented by the letter “X” “x”
The names of our national heroes are
- Paul Bogle
- Sam Sharpe
- George William Gordon
- Marcus Garvey
- Norman Manley
- Alexander Bustamante
›
›
›
›
The name of our national heroine is Nanny
Two of our national heroes, Norman Manley and
Alexander Bustamante helped our country to achieve
its independence
Our Jamaican money has images of our heroes and heroine on them
Coins and paper money have many germs; we must wash our hands well after we hold money from anywhere
FOUR–YEAR–OLDS
National Heroes Day
|
Celebrations
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
independence
Paul Bogle
Sam Sharpe
George W. Gordon
Marcus Garvey
Sam Sharpe
Norman Manley
Alexander Bustamante
Nanny
money
coins
germs
female
male
six
box
identify each hero in pictures; identify some words
by sight
clap number of syllables in names of each hero
practise segmenting and blending syllables in names
of national heroes and of children, e.g. Nor-man, Gar-vey and Sha-ron
examine coins and paper money with pictures of different heroes; count number of coins by sequencing or adding one more up to 10 (ten), e.g. one coin plus one more coin gives two coins; practise formation of numerals 1-9 and zero (0)
talk about coins, paper money, the germs they carry
and the importance of washing hands after handling money
dramatize, pretend-play being national heroes/heroine
using puppets or with own peers
create own book of national and local heroes; colour
and paste pictures of heroes/heroine for the duration of
the sub theme
Identify the /s/ sound in words, e.g. six and box
Practise forming the letter “x” with body formation; trace and form the leter “x” using a variey of materials
33
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
Provide appropriate materials to support children practising the
formation of letters and numerals
Practise appropriate techniques for teaching letter sounds
and formation
Collect, wash, disinfect coins that children will use; have other items for counting available
Prepare number combination charts
Provide adequate supply of safe scissors, glue for children’s use in making picture books
Provide appropriate props for dramatic play
Interacting with and Supporting Children
›
›
›
Encourage children to make their own choices in making and
decorating books about heroes; reinforce the fact that they have the right to choose and not always follow what others do
Allow children adequate time over a few weeks to complete the book
project
Provide special assistance to children with hearing and visual
impairments when teaching letter sounds and formation
FOUR–YEAR–OLDS
|
Celebrations
National Heroes Day
34
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify and match names of heroes to their pictures?
- recognize the name card of each hero?
- identify individual heroes/heroine by their pictures, on coins
or paper money?
- accurately clap syllables in names of each hero/heroine?
- accurately segment and blend sounds in different words, names?
- create own books about national heroes?
- demonstrate awareness that money carries many germs?
- demonstrate ability to wash their own hands without help?
- identify the /x/ sound and form the letter “x”
INVOLVING PARENTS
Encourage parents to
- find out and talk with their children about the national heroes and what they contributed to Jamaica’s development as a country
- increase children’s familiarity with Jamaican coins; take their children shopping and show them the different coins
- reinforce the importance of hand-washing after holding money
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
We celebrate when we feel happy, proud, and excited about something
For many families weddings are special celebrations
A wedding is a special ceremony in which a man and a woman become married to each other
Weddings are very joyous occasions for families but not all families celebrate weddings
Families take many photographs at weddings
The months of June and July are very popular
for weddings
June is the sixth month of the year; July is the seventh month of the year
We can count the number of days in one week and the number of days in one month
FOUR–YEAR–OLDS
Weddings
|
Celebrations
Suggested Duration:
2 Weeks
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
weddings
June
sixth
seventh
days
week
month
happy
proud
excited
six
seven
cake
wine
church
ceremony
event
ring
flowers
experience feeling happy, proud and excited; talk about the different feelings and tell their own stories about their own experiences with such feelings; use facial and other body expressions to depict these feelings
respond to “how”, “why”, “when” questions about feelings during a wedding or other special event attended
talk about the meaning of the long words, e.g. wedding and
ceremony; identify short words, e.g. cake, wine and church
clap number of syllables in various long and short words
related to weddings, e.g. ce-re-mo-ny, brides-maids, cake, ring, flo-wers
identify and select photos/pictures of weddings from among other pictures
become familiar with the days of the week and the months
of the year; use Standard Jamaican English (SJE) in speech, e.g. This is the month of ______.
use ordinal numbers to identify June as the sixth month of
the year (first - sixth)
say and count the number of days in the week, and the
number of months in a year
engage in number activities, e.g. counting out six (6) objects and writing the numeral; counting out seven (7) objects and writing the numeral; identify which number comes before
the other
use the calendar as a counting tool
35
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
› Provide
- teaching/learning aids to depict a range of feelings, e.g. face
puppets, charts and mirrors
- several story books about celebrations
- items from weddings, e.g. invitations, souvenirs and gifts
- pictures of wedding clothes and cakes
- appropriate charts and teaching/learning materials with
days of the week and months of the year
› Make word cards with long and short words
Were children able to
- demonstrate feeling happy and excited by facial expressions?
- participate in the discussion about weddings?
- identify long words and short words?
- accurately clap syllables in long and short words?
- identify pictures of a wedding from other pictures?
- say the days of the week and months of the year
in correct sequence?
- use ordinal numbers appropriately?
Interacting with and Supporting Children
›
Have children talk about their experiences at these events and suggest various words that describe their feelings at these events, e.g. happy, excited
FOUR–YEAR–OLDS
|
Celebrations
Weddings
36
INVOLVING PARENTS
›
Ask parents to show children pictures of weddings they have attended or
participated in and talk with children about what happens at a wedding;
take children to these events if possible
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
We make special clothes to wear to weddings
Some fabrics are plain, some have patterns, e.g. floral, striped and plaid; they have different textures, e.g. smooth (silk, satin), coarse (linen), thin, thick
The bride usually wears a special white dress
The bridesmaids also wear special dresses that look alike
The groom wears a special suit
Most married couples wear special rings on their ring fingers
The words ring and rose begin with the /r/ sound
The /r/ sound is represented by the letter “R” “r”; the
capital letter is written “R” and the common letter is
written “r”
Most wedding ceremonies are held in a church, but
some weddings are held in other places, e.g. hotels,
gardens and homes
FOUR–YEAR–OLDS
Weddings
|
Celebrations
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
fabric
plain
floral
striped
plaid
smooth
coarse
silk
satin
linen
thin
thick
bride
bridesmaid
groom
suit
same
rough
ring
rose
examine wedding catalogues and talk about colours and
patterns of the different wedding clothes
examine and sort different kinds of fabric by patterns,
e.g. plain, floral, plaid and striped and/or by texture, e.g. smooth, coarse/rough
create art /craft items, e.g. cards, invitations, token/gifts, by exploring use of different media and colours, e.g. fabrics, paper and other interesting found materials; use scissors and glue to cut and paste pictures of wedding clothes from catalogues
examine and talk about wedding clothes; say poems, rhymes, about weddings
dress and undress various kinds of dolls in different wedding clothing, e.g. paper dolls, plastic, rubber or cloth dolls in male and female dolls’ clothing
identify the letter “R” “r” and practise forming the letter “R” “r” in the air and with body formations; trace, form and write the letter “R” “r” using a variety of materials
participate in listening games to identify the /r/ sound
role-play a wedding ceremony; use dress-up clothes, shoes, hats, bags, jewels, etc.
read stories and poems about weddings and other celebrations
37
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
Collect materials to be used by children, e.g. magazines, a wide variety of fabric pieces, other interesting found materials for art and craft creations; provide blunt tipped scissors, small containers of glue (for use by one or two children only)
Provide clothing for male and female dolls (paper dolls and
other dolls)
Provide appropriate dress up clothing for boys and girls to use in dramatic play, e.g. hats, clothes, bags, shoes and jewellery; ensure thatdress-up clothes are washed and kept clean and properly stored
Make necessary preparations for all field trips
Interacting with and Supporting Children
›
›
›
›
›
Encourage children’s independence, e.g. allow them to make
their own choices and create their own items; demonstrate self-help, e.g. using scissors and glue
Praise children’s efforts and time on task rather than what they
actually produce
Assist children to learn new words and speak clearly in SJE during dramatic play, e.g. the wedding ceremony
Ensure that all children feel included by explaining that not all
families celebrate weddings, but it is good to know about these events
Use opportunities presented to provide different activities for children with varying abilities
FOUR–YEAR–OLDS
|
Celebrations
Weddings
38
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify clothes that can be worn to weddings?
- identify and name colours of clothing seen in magazines?
- identify different fabric patterns (plain, plaid, striped, floral)?
- use appropriate words to describe fabric texture, e.g. coarse,
smooth, thick?
- tell facts about weddings, e.g. what people wear and where
weddings are held?
- actively participate in role-play activities?
- create at least one item from various scraps and other materials?
- identify and make the /r/ sound?
- form the letter “R” “r”?
INVOLVING PARENTS
Ask parents to support the curriculum theme by
- contributing varied fabric scraps and other items for children to use
in artistic creations
- providing dolls’ clothes
- bringing wedding magazines, pictures
- providing clothes and accessories for the dress-up box for children’s use in role-play activities
- participating in field trips as much as possible
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
After the wedding ceremony there is usually a reception where we talk, give toasts, eat, drink, dance and have
fun together
The words ceremony, circle and cent begin with the /c/ sound. The /c/ sound is represented by the letter “C” “c”; the capital letter is written “C” and the common letter is written “c”
We eat different kinds of foods such as chicken, fish, beef, pork, vegetables, rolls, cakes and fruits; some people are vegetarians and eat no meat but only food from plants
Foods have different tastes, e.g. salty, peppery/spicy,
sour, sweet; we can name the taste of different foods
There is usually a special wedding cake with pretty
decorations that the bride and the groom cut to eat and share with others
We dance to different kinds of music at a wedding
reception; we can move our bodies in different ways,
e.g.to the left, to the right, in front of, behind, beside
others or objects
We must be respectful to others when we speak, play, dance and eat with them
FOUR–YEAR–OLDS
Weddings
|
Celebrations
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
reception
vegetarians
salty
sweet
peppery
spicy
sour
dance
music
toast
behind
beside
left
right
in front of
cake
ceremony
circle
cent
share /tell stories from books or personal experience
about a wedding; look at pictures of weddings and make up own stories about what is seen
observe large picture of prepared foods on a table;
describe what is seen and identify and name different foods; group foods into categories by taste, e.g. sweet, sour, spicy/peppery, salty; experience a tasting party
including vegetarian food
practise formation of the letter “C” “c” and identify the /c/ sound and the letter “C” “c”
create a pictograph /bar graph to show their food preferences
participate in baking activities focusing on the ingredients and preparation processes in baking a plain cake; see how heat changes the cake mixture; sequence pictures of stages in baking a cake; make playdough cakes
interact with measurement utensils, e.g. measuring
cups and measuring spoons; using liquids and solids,
e.g. water, flour, cornmeal
engage in individual or group dancing activities; do slow movements to music, e.g. waltz; and fast movements,
e.g. folk, reggae or popular music; move bodies in space to demonstrate to the left, to the right, in front of, behind,
beside a partner
use courtesies in addressing dance partners, e.g. “Please,”
“May I” and “Thank you.”
39
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
Source different types of music for dancing; ensure the appropriate equipment for playing music is available
Create various charts and visuals with pictures of wedding cakes, wedding clothes, bride and groom, wedding party, etc
Discuss and plan the ‘Tasting Party’ with parents; prepare for baking activities with parents’ support
Label all items to make the environment print rich
Ensure familiarity with methods for teaching letter sounds and
letter formation
Interacting with and Supporting Children
›
›
Talk with children about individual rights, preferences and
differences, e.g. vegetarians and non-vegetarians
Help children to understand that being different should not be
ridiculed or made fun of, but should be respected as each person has the right to determine his or her own tastes, beliefs, preferences, etc.
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- participate in discussion about weddings?
- identify the /c/ sound?
- form the letter “C” “c”?
- identify and name foods seen in the pictures?
- correctly classify foods by taste?
- participate in creating a bar graph/pictograph of children’s
food preferences?
- sequence pictures of the stages of baking a cake?
- identify some ingredients for baking a cake?
- use body movements to indicate knowledge of: to the left, to the right, in front of, behind, beside?
- use social graces and courtesies with each other, e.g. “Please,”
“Thank you,” “May I?”
INVOLVING PARENTS
›
›
›
FOUR–YEAR–OLDS
|
Celebrations
Weddings
40
Ask parents to help in planning a “Tasting Party” for the children;
contribute foods with different tastes
Encourage parents to involve children in simple cooking activities at home to expose them to use of measuring cups and spoons, etc.
Encourage parents to allow children to dance to music individually and in groups at home
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
Christmas is a christian celebration in the month of
December; December is the last month of the year
December 25 is the day when some people celebrate the birth of Jesus Christ, which happened long, long ago; in the Christmas story, a big star shone in the sky over the place where Jesus was born in Bethlehem.
We use the word Nativity to describe Jesus’ birth
The word Nativity begins with the /n/ sound; the /n/ sound is represented by the letter “N” “n”; the capital
letter is written “N” and the common letter is written “n”
Most Jamaican families celebrate Christmas; some
Jamaicans do not celebrate Christmas but might have
their own celebrations at different times
FOUR–YEAR–OLDS
Christmas
|
Celebrations
Suggested Duration:
2 Weeks
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
Christmas
christian
Jesus
Christ
star
wise men
December
shepherds
Mary
Joseph
Nativity
participate in story sharing and story telling activities about the Nativity (Jesus’ birth); dramatize the story with Mary, Joseph, baby Jesus, the animals, shepherds and wise men
examine and sort different shapes into groups using two or three of the shapes familiar to them, e.g. circle, rectangle, square, oval, triangle, star; count the number of points on a star
create a sequential pattern, e.g. 00—∆∆—00—∆∆
visit a church or shopping area where scenes of the Nativity are displayed
identify the letter “N” “n” and practise forming the letter
“N” “n” using a variety of materials
take pictures (with permission) with digital camera, if
available, and produce posters using the computer if
available; talk about what was seen on the visit
41
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
Investigate places where a Nativity scene might be on display;
arrange a field trip to view it if possible
Cut out cardboard or collect different plastic shapes for children to sort and engage in classification activities
Organize to use a digital camera (borrow one from a Resource Centre if possible) to take pictures for making posters of celebrations
Interacting with and Supporting Children
›
›
|
Celebrations
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- retell story of Mary, Joseph and baby Jesus?
- sort shapes into appropriate groupings, e.g. circles, squares,
rectangles and ovals?
- talk about what was seen in the Nativity scene?
- identify the letter “N” “n”?
- form the letter “N” “n”?
INVOLVING PARENTS
Talk with children about the Christmas story
Respond to each child in the group with equal warmth, love and
respect regardless of race, colour or disability
FOUR–YEAR–OLDS
Christmas
›
42
Invite parents or adults from different racial groups to participate in the Christmas activities
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
Many Jamaican families spend Christmas by going
to church services, singing Christmas carols and songs
They decorate their homes with Christmas trees, lights, flowers, ribbons and other ornaments
They bake fruit cakes, prepare a special drink from sorrel; some families prepare hams; dishes made with gungo peas such as soup and rice and peas are also very
popular at Christmas time
The gungo pea is a seed that can grow into a plant;
sunlight and water help the seed to start growing
FOUR–YEAR–OLDS
Christmas
|
Celebrations
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
carols
ornament
fruit cake
ham
gungo peas
soup
rice and peas
sorrel
decorations
listen to taped Christmas music; identify variations in sound of music, e.g. when music is loud or soft; sing Christmas carols alone or accompanied by percussion instruments to
create rhythmic patterns, beats, e.g. Little Drummer Boy, Mary Had a Baby, Yes Lord; De Virgin Mary Had a
Baby Boy
use different media, e.g. collage, paints, clay/playdough,
recyclable materials and items to make a variety of
decorations for the Christmas tree and classroom; help to
put up decorations
talk about favourite Christmas foods; identify names of
different foods as sight words, e.g. ham, cake, sorrel,
gungo, rice
examine and feel green or dried gungo peas, e.g. how
does it feel? how does it smell?
set gungo peas in jars to grow; observe over time and measure growth of plants with non-standard measurement; practise fine motor coordination, counting, one-to-one correspondence using bottle covers, egg boxes, index finger and thumb
43
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
›
Ensure that equipment for playing taped music is available
and functional
Provide percussion instruments for children’s use while singing
Have charts with words of Christmas carols
Collect various interesting discarded materials to supply Art Corner
Prepare a plain Christmas tree with parents’ help, e.g. a sturdy branch of a small tree with limbs
Collect ahead of time, the items needed to set peas to grow
Collect several story books, CDs, DVDs about Christmas
Interacting with and Supporting Children
›
›
Ask children questions that will enhance their critical thinking
skills, e.g. What do you think will happen if…? Or, what do you think caused …? Apply this when doing the experiment with
growing gungo peas
Play different types of music and let children talk freely about how the different kinds of music make them feel; play soothing music
when children are unsettled or irritable
FOUR–YEAR–OLDS
|
Celebrations
Christmas
44
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- show interest and participate in singing carols and use the
instruments to create or follow musical rhythms and patterns?
- create decorations for the classroom Christmas tree?
- contribute to the discussion on special foods prepared for
Christmas celebrations?
- show interest in examining the gungo peas and take responsibility
for planting a pea in a jar?
- count bottle covers to correspond to egg carton sections?
- pick up peas with thumb and index fingers?
INVOLVING PARENTS
›
›
›
Seek parents’ assistance with making musical instruments from useful discards, for the children to use during music and singing sessions
Ask parents to contribute to a Creative Arts Box, (box with a variety of useable discards from which children can create items)
Ask parents to help identify or create a simple Christmas tree for children to decorate in their class
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
The Chinese in Jamaica have their special celebrations
at the beginning of their New Year between the months
of January and February
The Chinese have special events, prepare special foods and share gifts; the colour red is very popular at this time; the Chinese dragon is the symbol that is often seen at these celebrations
Jamaica has people of different races who have different celebrations at different times
Although we might look different from each other, we
are all Jamaicans and must respect each other. Jamaica’s motto is “Out of many, one people”
One way we can respect each other is to listen when
others are speaking to us, to hear what they have to say
Some Hindus in Jamaica celebrate their special
festival, Divali, or the festival of lights
Divali lasts for five days; Hindu families use many
lights and candles in their homes, eat, share meals and worship together at this time
FOUR–YEAR–OLDS
Christmas
|
Celebrations
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
African
Indian
Chinese
red
dragon
often
New Year
Motto
Hindu
Divali
view and discuss a large picture of the Chinese New Year celebrations; identify children of Chinese descent in the group or school if available; interact with Chinese children and adults who can describe and demonstrate the Chinese New Year celebrations
ask many questions about Christmas, Divali and Chinese New Year celebrations
examine the Chinese dragon symbol, examine books and listen to fantasy stories about dragons
look at real people or pictures of Jamaicans of different racial descent; note their different features, e.g. skin colour, hair, eyes; describe themselves and their own features using SJE, e.g. I am ----------- Jamaican ; I have ---------------skin; My hair is----------------learn Jamaica’s Motto
practise sending messages to each other about themselves by whispering to each other to pass on what was said before
make a wall mural titled: “I am Jamaican” with drawings
of themselves
examine a big picture of Divali celebrations
45
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
Provide large pictures of Chinese New Year celebrations for
children to discuss
Prepare large pictures or photographs of children from African,
Chinese and Indian descent for children to examine closely
Prepare an attractive chart with Jamaica’s Motto: Out of Many
One People
Prepare games and activities for children to practise listening
and passing on messages
Invite Chinese and Hindu parents/adults to talk to children about
Chinese New Year and Divali celebrations.
Become familiar with information on the different festivals celebrated
Speak positively to children about the beauty of the different races; God made people to look different but everyone is equally important
Help children to understand what respect means and how to show respect to others, e.g. listen attentively when someone is speaking
to them
Model speech in SJE for children to use to express facts about
themselves
Talk with children about the different races and religions in Jamaica
Reinforce the fact that each race is equally important and none is
better than the other
Respond to each child in the group with equal warmth, love and
respect regardless of race, colour or ability
FOUR–YEAR–OLDS
|
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- ask questions about Divali and Chinese New Year celebrations?
- tell or retell facts about these celebrations?
- retell parts of a story heard?
- examine pictures and describe different features of people of African, Chinese, Indian descent?
- repeat the National Motto from memory?
- listen to and pass on a message?
- ask questions and make statements about the Hindu Divali festivals?
INVOLVING PARENTS
Interacting with and Supporting Children
›
›
›
›
›
›
Christmas
Celebrations
46
Encourage parents to
- help their children develop listening skills by giving children short
messages to tell to others at home; make this activity a game where
children score points for accuracy in delivering a message
- develop children’s positive self concept by making positive rather than negative comments about their child’s colour, hair, appearance, etc.
- share their different cultural celebrations with children by coming to talk to the children and do demonstrations where possible, e.g. Divali
and Chinese New Year
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
The flower of the sorrel plant has green or red petals which are used to make a delicious drink; we can pour the sorrel liquid from one big container to many small ones
Christmas is a time when we send cards to each other; buy or make gifts to give to each other; we should take special care of people who are poor and have only little food or money
Christmas is a very exciting and happy time when
families and friends get together to worship, eat, drink, dance, play games and have fun
Many Jamaicans who live abroad come home at
Christmas to be with their families
FOUR–YEAR–OLDS
Christmas
|
Celebrations
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
pour
green
liquid
poor
deliveries
gift
card
abroad
America
Canada
England
full
empty
near
far
family members
compare sorrel plants, taste sorrel drink and identify whether sweet or sour; pretend to be serving sorrel drink and cake during water and sand play; use different sized containers to estimate quantity, e.g. how many small
containers are needed to fill the large one; increase
understanding of concepts, full, empty, liquid, pour
use different cut-out shapes to make patterns on self-made Christmas cards and create Christmas gifts to give to others; make a special gift and card for a needy person, practise tying gift boxes with ribbons
engage in discussion about helping, being kind and caring to others who are different or who are in need
demonstrate some of the dances and games people play while having fun at Christmas
engage in discussion about children who have family
members abroad; tell the name of the country where these family members live, e.g. Trinidad, Barbados, America,
England and Canada
help to make a bar graph of the number of children whose family members live in the different countries
47
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
Obtain green and red sorrel buds for observation; prepare sorrel
drink for tasting
Provide different sized plastic containers for children to fill and empty during sand or water play so that they can estimate how many small ones will fill a large container
Prepare varied shapes of different colours and sizes for children’s use in pattern creation to make Christmas cards
Provide a map or globe for children to observe location of other
countries, e.g. Canada, America, England, Trinidad and Barbados
Interacting with and Supporting Children
›
›
›
Encourage children to express clearly what they are doing during
free play with sand and water; let children extend their use of SJE in describing their actions, e.g. “I am pouring juice from this big jug into this little cup”
Talk with children about the importance of respecting sand and water play rules, e.g. no throwing of water and sand at others during play
Question children about ways they can show kindness and caring towards others, especially at Christmas time
FOUR–YEAR–OLDS
|
Celebrations
Christmas
48
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify differences between the sorrel plants?
- use appropriate words to describe taste of sorrel?
- use terms accurately, e.g. full, empty, liquid, pour during water play?
- create cards and gifts from varied materials?
- tell ways in which people show kindness and caring towards
each other?
- show understanding that other countries exist outside of Jamaica?
- tell the names of at least three countries where relatives overseas live?
- help to create a pictogram of how many children have family living in Canada, America, England, Trinidad, Barbados and other countries?
INVOLVING PARENTS
›
›
Suggest to parents different small gifts or cards they can have children make at home to give to a family member
Encourage parents to guide their children to show gratitude for even the smallest thing; children can make and send little thank-you notes when someone gives them something or helps them to do something
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
Visitors from other countries also come to our country Jamaica to spend Christmas holidays
Most of these visitors come from cold countries
where they are having winter; in Jamaica it is warm
all year round
Winter feels cold like ice in an igloo.
The words igloo, ink and inside begin with the /i/ sound. The /i/ sound is represented by the letter “I” “i”; the capital letter is written “I” and the common letter is written “i”
We call these visitors tourists
A tourist may be of any race or colour, young or old,
rich or poor
Jamaicans and tourists enjoy Christmas time because
of the special concerts and celebrations, pretty decorations and special foods prepared for eating
Tourists like to eat Jamaican food because it is different from food they eat at home
Tourists also sound different from Jamaicans when they speak in their different languages or when their accents
are different from ours
FOUR–YEAR–OLDS
Christmas
|
Celebrations
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
winter
language
visitors
tourist
cold
snow
weather
igloo
ink
inside
look at posters and postcards CDs, DVDs, movies that show tourists engaging in different activities in Jamaica; sing songs about tourists and listen to and tell stories about tourists
look at books and Internet pictures of countries with winter and snow; imagine and talk about how very cold air feels against the skin; talk about the difference in the weather in Jamaica and in other countries
identify /i/ sound; learn formation of the letter “I” “i”
talk about where in Jamaica they have seen tourists; answer questions about what tourists look like, how they speak, what they do, what they wear, etc.
role-play being tourists, e.g. dressing up with sunglasses, bags, hats, shorts and using cameras
practise talking with each other in SJE, pretending to be
tourists, e.g. shopping for Christmas presents, asking the price and giving the waiter a food order; use courtesies such as “Please,” “Thank you,” “May I” and “Excuse me,” etc.
49
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
› Try to obtain posters or postcards showing tourists in Jamaica
› Collect picture and story books about people who live in other
countries, showing winter scenes
› Provide
- container with ice for children to experience difference between warm and cold temperature
- variety of dress-up clothes and other items tourists usually wear, e.g. sunglasses, bags, hats
- cards for words beginning with the /i/ sound
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Christmas
Prepare a chart with pricelist of some popular Jamaican foods/meals
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- state a few facts about tourists?
- tell where they have seen tourists?
- demonstrate understanding that tourists come from different
countries and sometimes speak different languages?
- demonstrate knowledge of countries that have cold, winter weather compared to Jamaica’s warm weather?
- participate in role-play depicting what tourists do, e.g. shopping at stores, eating at restaurants, going on sightseeing trips etc; use price list and play money?.
- identify and form the letter “I” “i”?
Interacting with and Supporting Children
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Use every opportunity to reinforce skills and concepts already learned
Help children to develop a sense of responsibility; set up simple pictorial duty rosters for keeping the place clean, e.g. cleaning
the desk or table tops, taking litter off the ground and putting into garbage pans and putting toys away
Commend children for carrying out their responsibilities
FOUR–YEAR–OLDS
|
Celebrations
50
INVOLVING PARENTS
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Discuss with parents the importance of talking with their children to
increase their understanding about visitors who come to Jamaica,
e.g. tourists; how we should treat each other and our visitors
Encourage parents to reinforce desirable behaviours - being helpful to others, keeping our country clean, showing good manners and respect
to others
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
CONCEPTS AND CONTENT
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SUGGESTED LEARNING ACTIVITIES
We can help tourists by helping them find their way and by telling them about Jamaica; this will help them not
to get lost
We also can get lost in places we do not know very well
It is good for us to know our full name, our address and the names of our parents or guardians
If we get lost, we can give this information to the police or helpful adults who will help us to find our way
home again
We must keep Jamaica clean and beautiful for all of us, including tourists to enjoy; this will also make our tourists want to come back very often
We must be polite and respectful to each other in Jamaica and also to tourists who visit our country at Christmas time and other times of the year
FOUR–YEAR–OLDS
Christmas
|
Celebrations
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
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clean
beautiful
polite
address
lost
talk about ways that people can be helpful to each other,
e.g. offer to assist persons who are physically disabled,
visually impaired or hearing impaired when they need help
listen to stories about being lost, e.g. The Little Lost Doll
become aware of the dangers of wandering off alone in a strange place or going off with strange people; role-play what to do in similar situations
state both their first and last names, home address
learn to sing songs and say rhymes and jingles about cleaning up the place, e.g. Bits of Paper, Clean Up song, and
demonstrate the appropriate actions
recall all letter sounds previously learned; e.g. (l, t, f, h, a,
r, c, n d, l)
create three-letter words beginning with each letter sound using the CVC pattern, e.g. p-an, p-at, p-ot, m-at, m-an and
m-op etc.
51
4–YEAR–OLDS
Term 1
THEME:
CELEBRATIONS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
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Collect appropriate story books about being lost, e.g The Little
Lost Doll; and about being in strange or dangerous situations and
being helpful to others
Prepare charts with words formed from blending initial letter
sounds previously learned with other letters, e.g. m-an, m-ap, m-at, m-ug, and; n-ut, n-urse, n-ot
Provide words and music for various songs about cleaning up
the place
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- offer suggestions about how to be helpful to others?
- tell what to do if lost?
- state their name and address correctly?
- demonstrate understanding of dangerous situations, e.g. strangers, strange places?
INVOLVING PARENTS
Interacting with and Supporting Children
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Use every opportunity to reinforce skills and concepts children have already learned; give special attention to children who are having
learning difficulties
Emphasize and commend helpful behaviours among children
FOUR–YEAR–OLDS
|
Christmas
Celebrations
52
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Encourage parents to speak frequently to their children about keeping safe, e.g. not wandering off alone in strange places and not going off
with strangers
Ask parents to make an effort to help their children memorize important information about themselves, e.g. full name, home address, telephone number (only if the child is able as this is usually a challenge at this age)
4–YEAR–OLDS
Term 2
Developmental Objectives
WELLNESS
If provided with the appropriate opportunities children will
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Demonstrate greater coordination, self-control, balance, speed and agility in carrying out movements of the upper and lower limbs and for locomotor activity; begin to jump rope, hop on alternating foot, turn somersault. Show increasing confidence and skill in using play equipment; kick, catch/throw with increasing sense of aim and direction
Follow instructions requiring quick reaction; judge well in physical placement, direction and timing
Continue to engage in imaginative and creative play indoors and outdoors
Demonstrate greater coordination and control in fine motor skills, e.g. fit puzzles of up to 12 pieces, use scissors to cut along straight and curved lines
Continue a sequence of lines, symbols, shapes and patterns
Use spatial relationships correctly, e.g. before, behind, beside, over, around, under, left, right
Exercise increased control and safety when using materials, toys, tools; use a spoon, fork, dinner knife
Continue to print letters, numerals, symbols with increased sense of spacing, formation, left to right orientation
Like to succeed and try new things, activities, adventures; continue to show curiosity and interest in exploring different tastes, textures and states; comment on preferences
Demonstrate growing sense of trust and confidence, pride and satisfaction in independent activity and products
Exercise greater self-control but still need adult help; demonstrate competence in self-help skills and chores
Follow instructions and do as others in the group; show interest in fair play but are apprehensive about competitive activities
Show increasing ability to adapt to different situations
Resolve conflict with assistance, if needed
Accept rules and limits
Perform specific movements to the beat of music; enjoy music and movement activities, rhythm and songs
Participate in activities to develop body balance and control
Improve skill in holding and controlling scissors for cutting
COMMUNICATION
If provided with the appropriate opportunities children will
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Enjoy the use of “big” words and “trying out” language with nonsense and silly phrases; make longer sentences
Enjoy telling jokes, initiating and participating in conversations; speak audibly to a varied audience
Listen attentively, respond to and evaluate what was heard; express positive and negative feelings verbally
Describe events and situations, share personal and meaningful experiences and relate events in stories to own personal experiences
FOUR–YEAR–OLDS (Developmental Objectives)
53
4–YEAR–OLDS
Term 2
Developmental Objectives
COMMUNICATION ( cont’d )
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Apply thought and language to problem-solve and categorize
Speak Standard Jamaican English (SJE) with guidance
Enjoy expressive and discovery activities; telling stories of own experiences and events
Demonstrate appreciative and attentive listening
Show willingness to take turns and share in conversation; participate in guided discussion
Ask many “why” questions
Identify rhyming words
Use compound sentences joined by “and,” “but,” “or,” “so,” “because”
Write letters with appropriate formation and directionality; begin with high-frequency letters in capital and common form; write letters of own name;
begin to write a few words
Suggest the theme of a story or poem they have heard
Begin to use plural pronouns and tenses correctly
Begin to form letters and numerals correctly
Show preference for books: that are adventurous/silly; about giants, monsters, Brer Anancy, animals in people roles, machines; that have poetry, especially funny and nonsense words; with complex illustrations; with small/hidden objects on a page; with beautiful colours, patterns and stories about children
Relate sequence of events; use present and past tense
Sequence words to make longer sentences
VALUING CULTURE
If provided with the appropriate opportunities children will
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Recognize and participate in a variety of national, and ethnic traditions and cultural practices, e.g. Festival, Carnival, Food Festivals
Participate in cultural activities of school, church and community
Demonstrate socially acceptable behaviours, e.g. stand at attention when singing the National Anthem and saying the National Pledge
Discuss food associated with different ethnic Jamaican communities or groups
Recognize and name some of the national emblems/symbols/traditions, e.g. National Flower, Tree, Dish
FOUR–YEAR–OLDS (Developmental Objectives)
54
4–YEAR–OLDS
Term 2
Developmental Objectives
INTELLECTUAL EMPOWERMENT
If provided with the appropriate opportunities children will
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Grasp concepts of past, present and future, but not duration of time
Begin to express information in various ways, e.g. models, drawings, paintings and text
Participate in activities to develop pre-numeracy skills in sorting, classifying, ordering, sequencing and patterning
Sort objects into groups and sets according to shape, size and number of sides
Sort, identify, name and describe simple geometric shapes, e.g. circle, square, triangle, rectangle
Use non-standard units, e.g. pencils and hand span to measure and record the length of objects; use mathematical language to express length
Explore the concept of weight using a variety of objects to express heavy and light
Use non-standard units to measure and record capacity, e.g. plastic containers of various sizes; use mathematical language to express capacity
Demonstrate understanding of daily routines, e.g. breakfast before lunch or washing hands before meals
Show curiosity and interest in different sounds, smells, tastes and textures found indoors and outdoors
Recognize and discuss different means of moving people and things from one place to another
Demonstrate an awareness of aspects of the weather, e.g. describe the day as being sunny, cloudy or rainy
Examine and discuss various types of machines and electronic tools
Identify and describe sounds made by different sources, e.g. water, motor vehicles or lawnmower
Identify basic needs of all living things; differentiate between living and non-living things
Sow seeds and observe their growth; record changes in growth of plants
Observe and discuss the characteristics of plants
Differentiate between plants and animals
Understand and follow classroom routines and procedures
Identify important places in the community
Associate events with time-related concepts, e.g. ice cream on Fridays, gifts for Christmas, Valentine’s day, Mother’s/ Father’s day and birthdays
Use a variety of percussion instruments to respond to rhythms in jingles, finger-plays, rhymes, poems and stories
Experiment with creating sounds, sound patterns and rhythms by clapping, tapping, stomping, etc.
Pick up a beat in song, rhyme, poem for a number of locomotor activities, e.g. walking, sliding, tip-toeing
Distinguish between high and low sounds (pitch)
Recognize and respond to slow and fast rhythms and tempo
Paint on a variety of surfaces
Show awareness of straight and curved lines
Complete lacing cards on own
Use different media and materials in collage work; crush, tear and fold paper to make collages
Make representational drawings and paintings of objects, people and scenes from the environment
FOUR–YEAR–OLDS (Developmental Objectives)
55
4–YEAR–OLDS
Term 2
Developmental Objectives
INTELLECTUAL EMPOWERMENT ( cont’d )
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Use pieces of wood and other materials to create objects
Differentiate colours in the environment
Talk about and express creatively a range of feelings such as joy, sorrow, disappointment, wonder in response to daily happenings and experiences
Continue to participate in expressive activities such as singing, dancing, puppetry and dramatic play
Share examples of how home, school and community express care and concern
Display some measure of honesty, fairness, curiosity and empathy; distinguish right from wrong
RESPECT FOR SELF, OTHERS AND THE ENVIRONMENT
If provided with the appropriate opportunities children will
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Continue to develop a sense of self-worth and self-confidence; take pride in own work and effort; feel good about self; feel that they can succeed and experience success
Continue to demonstrate more independence and sense of responsibility
Continue to express a strong need for love, attention, affirmation from parents, teachers and all practitioners
Function appropriately as a member of a group, sharing, listening, taking turns, cooperating, negotiating disputes, being considerate and helpful
Participate in group games and cooperative play
Show curiosity about how and why things happen; how they work and suggest explanations
Continue to use courtesies and polite expressions, e.g. “Excuse me,” “Thank you,” “You are welcome” and “Please”
Display appropriate and responsible social behaviours in relation to the environment
Continue to practise social norms in appearance, personal grooming, hygiene practices and polite expressions
Give basic care under supervision to pets and plants in their environment
Investigate and discuss similarities and differences in their environment
Continue to empathize with and support peers who are visually impaired, hearing impaired, or who are otherwise challenged
Express fear, anger, affection, excitement, enthusiasm and disappointment in socially acceptable ways
Continue to express self through a variety of media in arts/crafts, music, games and dramatic play
Continue to listen courteously and in a supportive manner and share personal experience, stories and events
Continue to use materials in appropriate ways; care for materials in use; put away materials before starting new activity
Participate in games and activities to develop self awareness and individuality; begin to develop trust and confidence in self, own efforts and others
Suggest ways of showing love, care and affection to others
Resolve conflict without fighting
Continue to demonstrate ways of expressing gratitude to God, parents, friends and others
Continue to display responsible behaviour and self control at school, home and in the community
FOUR–YEAR–OLDS (Developmental Objectives)
56
4–YEAR–OLDS
Term 2
Developmental Objectives
RESILIENCE
If provided with the appropriate opportunities children will
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Recognize the dangers of playing in the street or places frequented by vehicular traffic
Demonstrate knowledge of road safety rules
Make decisions and solve problems in a group setting
Continue to develop a sense of responsibility for own actions
Make decisions based on an understanding of right from wrong; express positive and negative feelings
Show increasing ability to adapt to different situations
Develop awareness of the consequences of playing with potentially dangerous objects such as matches, electrical outlets, knives, plastic bags, etc
In an emergency, know who to call
Show understanding of safe and unsafe practices
Persevere in completing tasks
FOUR–YEAR–OLDS (Developmental Objectives)
57
58
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
CONCEPTS AND CONTENT
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SUGGESTED LEARNING ACTIVITIES
God made all plants; plants grow all over the world
Plants are living things; they need food, air, sunlight and water to live or they will die
New plants come from the seeds, stems, leaves or roots of older plants
Plants are different from other living things; they do not move from place to place as people or animals do
Plants are of different colours, shapes and sizes; some plants grow big and tall, e.g. mango and soursop trees; some plants are little/small and short, e.g. sorrel and mint plants
The words soursop and sorrel begin with the /s/ sound;
the /s/ sound is represented by the letter “S”, “s”; the
capital letter is written “S” and the common letter is
written “s”
FOUR–YEAR–OLDS
What Are Plants?
|
Plants
Suggested Duration:
1 Week
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
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plant
food
air
sunlight
water
little
small
big
short
living
seed
beam
stem
leaf
root
mango
sour sop
sorrel
mint
tall
walk around in their school environment during outdoor time; observe and take pictures of big and small plants; assist in mounting a display; count number of big and small plants
do simple experiments to show that plants need air, water and sunlight to live and grow
help to set up plants to grow from different sources,
e.g. seeds, leaf cuttings, stem cuttings and roots; care for growing plants and observe growth; talk about their daily observations
observe, compare, tell how plants are different in size,
colour and smell
use non-standard units to measure young growing plants
as well as other plants in the classroom; find the distance between some plants outdoors, e.g. how many footsteps or plastic drink bottles are between two plants
observe plants outdoors swaying in the wind and move bodies like the plants during musical experiences
listen to and read stories about growing plants, e.g. Jack and The Beanstalk, The Great Big Pumpkin, The Enormous Turnip
listen to and identify the /s/ sound
practise forming the letter “S” “s” in different ways, e.g.in sand, using crayons, pencils, in the air and on the desk; say rhymes, jingles, tell short stories using words with the
initial /s/ sound such as Sally, salad, sun, sorrel and soursop collect dried seeds, e.g. pumpkin seeds
use dried seeds to make musical instruments and art collages
59
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
› Label plants in and around the school
› Provide
- a variety of safe plants and plant materials for children to observe and investigate
- magnifying glasses for children’s use in observation
- materials to support children’s experiments with plants,
e.g. growing plants and seeds
- materials to support children’s letter formation skills, e.g. letter “s”, sand and playdough
- a variety of items, e.g. non-standard measuring objects
- appropriate music, story books and pictures on the theme
› Research information on plants in order to accurately respond to
children’s questions
› Source CDs and DVDs on plant and animal life for children to view
Interacting with and Supporting Children
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Emphasize children’s individuality during measuring activities,
e.g. compare different number of steps each takes; some may take nine steps and others may take six steps to arrive at the designated place
Guide children, as they work in groups, on how to show appreciation for each person’s effort
Institute a peer/buddy system so children can learn to assist each other
Encourage children to express themselves in Standard Jamaica
English by modeling speech for them to imitate
Adapt activities to children’s special learning needs and
learning styles
FOUR–YEAR–OLDS
|
Plants
What Are Plants?
60
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- tell or demonstrate at least one way in which plants are different from
animals and people?
- use non-standard units to measure objects or distance?
- tell at least one way in which a new plant can be produced?
- make the /s/ sound ?
- identify the letter “S”, “s”?
- form the letter “S”, “s” ?
- retell part of a story about plants?
INVOLVING PARENTS
Seek parents help to
› collect and supply the class with various safe plants for investigation;
collect and dry seeds for children’s class activities
› collect plants/pictures of plants with different colours, shapes and sizes; help children to learn names of common plants
› assist with supervision during outdoor /nature walks
› assist practitioner with obtaining and recording information with the use
of digital /video cameras
› assist children in maintaining one special plant at home
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
CONCEPTS AND CONTENT
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SUGGESTED LEARNING ACTIVITIES
Trees are plants that can grow big and tall
Not all plants are trees; some plants are grass, bushes
or ferns
Plants have different colours, but most plants are green
Plants have different textures. The leaf and bark (skin)
of the plant can be rough or smooth
Some plants are flexible; they can be bent
Some plants are stiff; they cannot be bent
Plants are useful; big trees provide us with shade and
interesting places to play, e.g. we can make tree houses, we can hang swings on trees, we can climb trees
FOUR–YEAR–OLDS
What Are Plants?
|
Plants
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
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tree
bark
green
rough
smooth
stiff
flexible
bent
straight
useful
most
tallest
shortest
around
beside
behind
left
right
observe and compare plants outdoors; talk with peers in small groups about the size of different plants, e.g. which are the tallest or shortest trees; help to create a chart with big and small trees; learn and use new words, e.g. bark, stiff, flexible
create patterns using cardboard cut-outs of trees of different sizes, e.g. small-big-small-big
bring in pictures of different coloured plants; create a
pictograph of the different colours
draw and colour a plant
feel texture of different tree trunks; classify as rough or smooth; make texture rubbings from different tree barks
experiment with and sort different types of twigs, e.g. those which are flexible (do not break when bent), those which are stiff (will break when bent) record findings on a bargraph
follow instructions to form different tree shapes with their bodies, e.g. straight, bent over, leaning to one side; walk, run, hop, stand, jump - around, beside, behind, to the left/right of big trees outdoors
share stories, rhymes, and nonsense rhymes, poems, jingles andsing songs about having fun with plants
look at picture books about plants
61
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
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Prepare a two-column BIG/SMALL chart for children to post
their pictures of plants
Provide strips of paper, with the words “big”; “small” for children
to attach to outdoor plants
Use a digital or phone camera to take photographs of big/small and different coloured plants; print pictures or view on computers if available
Provide samples of flexible and stiff plants, different tree barks for children to observe, manipulate, use for texture rubbings; plan to have adequate supervision to ensure safety in use of materials
Collect, label and display pictures of tree-houses, tree-swings,
tree-ladders to show uses of trees
Make a tyre swing on a large tree
Ensure that children are adequately supervised when working with twigs and other materials
Talk with children regularly about appreciating and respecting
nature, e.g. caring for plants and expressing appreciation for the beauty of plants
Encourage children to be caring and helpful to each other while
working in groups; be particularly mindful of peers with special
needs; listen to the ideas and opinion of others during conversations
Remind children repeatedly that not all plants are safe for touching
Encourage (not force) children to read pictures and words in
their environment
FOUR–YEAR–OLDS
|
Plants
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify and label big and small plants?
- suggest which trees should be placed in the “big” column and
“small” column?
- participate in creating bargraphs and pictographs?
- distinguish between rough and smooth, flexible and stiff ?
- use body to imitate tree shapes, straight, bent over, lean?
- follow instructions to move bodies into at least two positions in
relation to a tree, e.g. around, beside, behind?
- share experience or a story about having fun in a tree or with trees?
INVOLVING PARENTS
Interacting with and Supporting Children
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What Are Plants?
62
Request parent’s help to
- lend or bring cameras to facilitate children taking their own pictures
of plants outdoors
- collect pictures of plants, pictures of tree-houses, swings, ladders on trees for the classroom
- establish one or two tyre swings on strong and sturdy tree limbs where possible
- invite someone from a gardening club or someone very knowledgeable about plants to share with the children
Encourage parents to involve their children in making visits to flower and
plant shows within and outside of their community
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
CONCEPTS AND CONTENT
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SUGGESTED LEARNING ACTIVITIES
Plants have different parts. Some parts are leaves, stem, roots, flowers, fruits and seeds
The mango tree is a large plant. The mint is a small plant
The words mango and mint begin with the /m/ sound; the /m/ sound is represented by the letter “M” “m”; the
capital letter is written as “M” and the common letter is written as “m”
Leaves are important to plants; they help the plants to make food which helps them to grow
Leaves have different colours, such as green, brown,
yellow, red, white and orange
Some leaves have more than one colour, e.g. green and white, red and brown, green and yellow
FOUR–YEAR–OLDS
Parts Of A Plant
|
Plants
Suggested Duration:
4 Weeks
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
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leaves
stem
root
flowers
fruits
seeds
mango
mint
colours
green
brown
yellow
red
white
orange
branches
look at real plants, books about plants, pictures of plants; identify different parts, e.g. leaves, stem, roots; identify plants that have branches, flowers and fruits and those that do not have these parts; work in small groups to make scrap book of different types of plants
listen to and identify the /m/ sound; practise forming the letter “M” “m” in different ways, e.g. in sand, using crayons and
pencils; say rhymes, jingles, tell short stories using words with initial “m”, e.g. mango, melon and mint; sing songs, e.g. Way up High in the Mango Tree
pretend to be leaves moving about in strong wind and
calm wind
collect different coloured leaves on nature walk, create wall mural of a large tree and decorate with leaves collected; make graph of different colours of leaves
ask and answer questions about the pictograph
create sets of leaves (1-5) of the same colour; count leaves and write corresponding numerals
colour and cut out drawings of leaves
do puzzles (up to 12 pieces) of plants with leaves and fruits
pick mangoes and eat them
63
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Collect/provide
› a variety of plants, pictures of plants and books about plants;
scrapbooks for small group work
› a colour chart
› support materials for teaching the /m/ sound
› transparent containers for use in experiments with plants
› large, clean used envelopes for collecting leaf samples
› paints, crayons, markers, glue for art work
› puzzles of different levels of difficulty
Were children able to
- identify some parts of a plant, e.g. stem, leaves and root?
- participate in making a scrapbook?
- recognize and make the /m/ sound?
- identify the letter “M” “m”?
- form the letter “M” “m””?
- collect leaves and contribute to making a tree mural?
- count leaves and write the matching numeral?
- make sets using up to 5 leaves?
- complete a puzzle?
Interacting with and Supporting Children
›
›
›
›
›
›
Use a variety of grouping strategies with children, e.g. mixed ability, learning styles, interests
Encourage use of peer buddies to support children
Help children to amicably resolve differences as they work in groups
Observe and pay compliments to children who are working well together and encourage others to do likewise
Ask open-ended questions about experiments to help children to
problem solve and think critically
Allow children time to think before giving responses
FOUR–YEAR–OLDS
|
Plants
Parts Of A Plant
64
INVOLVING PARENTS
Ask parents to
- contribute books, pictures, real plants, materials for non-standard
measuring, envelopes for collecting leaves
- help children at home to practise naming the parts of trees they see
- praise children’s efforts to do things at home
- help children to learn about the plants at home
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
Leaves have different shapes, e.g. round, oval, heart-shaped; some leaves are long and pointed,
e.g. grass, sugar cane
Leaves have different sizes; some leaves are large, some are small
Leaves can be thick (aloe vera) or thin (calaloo)
Some leaves are edible (lettuce, pak-choy)
Some leaves are poisonous (oleander, alamander)
All edible leaves must be washed carefully before they are cooked or eaten raw
We wash edible leaves to get rid of dirt and insects that carry germs and can make us sick
We can use edible leaves to make healthy juices
FOUR–YEAR–OLDS
Parts Of A Plant - Leaves
|
Plants
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
shapes
sizes
round
oval
heart-shaped
pointed
raw
thick
thin
long
edible
lettuce
pak-choy
alamander
oleander
pointed
dry
collect, sort, match and trace around leaves of different shapes; arrange leaves in sequence by size, small to large, longest to shortest; sort leaves of different colours; use playdough and moulds to make leaf shapes; paint dried
leaf shapes
examine green leaves and dry brown leaves; in small group discussion, suggest reasons for the differences observed
collect leaves of different textures; share leaves among
themselves with emphasis on one-to-one correspondence; comment on their observations
do leaf rubbings in art activities
participate in cooking activities, e.g. stir-fry or steamed leafy vegetables (with great care around knives and hot surfaces) blending juices etc; work in groups to practise washing vegetable leaves and tearing or cutting (with great emphasis on hygiene and hand-washing)
taste/eat cooked and raw leaves prepared for eating; talk about the taste and smell of different leaves and juices; practise social graces, e.g. “May I have…,” “Please,” “Thank you;” pour own juice, demonstrate caring and sharing
talk about leaves using present and past tenses SJE structures; singular and plural nouns (one leaf, two leaves )
65
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
Collect and display samples of leaves of different sizes, shapes,
colours; ensure no leaves are taken from poisonous or harmful plants
Provide samples of callaloo, pak-choy, lettuce, aloe vera leaves; blender, small paper/plastic cups and small jug for pouring and
tasting, plastic knives for cutting
Ensure that safety practices are adhered to for cooking activities,
provide equipment and utensils for vegetable stir-fry, small paper
or plastic plates for tasting activities
Provide art materials for leaf rubbings
Provide aids to support revision of letters “S” “s” and “M” “m”
Interacting with and Supporting Children
›
›
›
›
Encourage children to offer assistance to specially challenged peers, emphasizing the importance of being caring and helpful to others
Praise effort publicly and acknowledge all levels of participation
and kind gestures
Ask open-ended questions that stimulate children to think; allow
children adequate time to think about and respond to questions asked
Take special precautions in selecting plants for children to
interact with
FOUR–YEAR–OLDS
|
Plants
Parts Of A Plant
66
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- arrange leaves in sequence according to size, small to large,
longest to shortest?
- sort and match leaves according to size, shape, colour?
- suggest at least one explanation for the difference between green
and brown leaves?
- demonstrate one-to-one correspondence in sharing leaves
among peers?
- wash hands independently?
- use social graces while interacting with others?
- work cooperatively in small groups?
- use past and present tense?
- use singular and plural SJE structures appropriately?
INVOLVING PARENTS
Encourage parents to
- stimulate children’s interest in the different plants around them;
engage children in discussions that can reinforce understanding and use of vocabulary such as: small, large, longest, shortest, straight, pointed, bent, lean, oval, round
- inform their children about plants that are poisonous
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
The stem of most plants is found between the root and the leaves
The stem carries water and food from the roots to
different parts of the plant
Some stems are upright and straight, e.g. banana tree; some stems are vines that run along the ground, on trees or on fences, e.g. cho-cho, melon, pumpkin, passion fruit
Some stems are hollow, e.g. bamboo and some are solid, e.g. fern
Some stems grow parts that look like arms; these are called branches
Flowers and fruits grow on the branches of some plants
The words queen and quick begin with the /q/ sound; the
/q/ sound is represented by the letter “Q” “q”
FOUR–YEAR–OLDS
Parts Of A Plant - Stems
|
Plants
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
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›
›
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stem
middle
bottom
top
upright
straight
vine
branches
hollow
solid
thick
thin
queen
quick
quart
collect samples of different plants outdoors with adult
guidance; observe and identify leaves, stem and root
role-play visiting a plant store or plant show; draw, colour
andlabel simple diagram showing main parts of a plant and positions, e.g. top, middle, bottom; fit plant puzzles together, practise writing some words
do simple experiment to show how water moves through
the stem to the leaves of plants
manipulate, compare various plant stems for size, length,
e.g. big /little, thick/thin, long/short; help to plant pumpkin seeds, observe growth of vines and use non-standard units to measure changes in length of growing vine, etc; create charts, graphs with information
examine cross-sections of stems and observe the insides;
note which ones are hollow, or solid, observe shapes of
cross-sections, e.g. round
use cut stems for: counting, making sets and bundles of 5 and
10; sequencing by length, size; making patterns, making rhythm sticks and drumsticks to make music
observe, identify and draw flowers, fruits and plants
sing songs, tell stories, make and use stick puppets, say
poems, rhymes, jingles, finger-plays related to plants
practise forming the letter “Q” “q” in different ways, e.g. with our fingers in sand, in the air, on the desk, and with crayons or pencil
identify the /q/ sound in words such queen, quick or quart
67
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
Collect, prepare and display various plant stems of different lengths and sizes
Provide teaching/learning aids that show positions: top, middle,
bottom
Provide soil in plastic containers, seeds for planting;
required materials for simple plant experiments
Provide non-standard units for measurement, e.g. clothespins, juice boxes/bottles (plastic) and pieces of sticks
Cut cross-sections of different stems and package for children’s
viewing and comparing
Provide adequate amount of cut stem pieces (dried) for children to use in number operations and other ways (art/craft/music activities)
Provide help to children who experience difficulty with some
activities, e.g. number activity
Help to build children’s self esteem and confidence by providing
personal attention and giving genuine praise when effort is made to achieve a task
Encourage children to display pro-social behaviours towards each other; respect each other during discussions and interactions
Give children opportunities to be doers and helpers
FOUR–YEAR–OLDS
|
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify the stem of a plant?
- identify positions top, middle, bottom?
- place stems in groups according to size (big/small,
long/short, thick/thin)?
- identify different stem types, e.g. hollow, solid?
- make sets of 5 items?
- compile bundles of 5 and 10 objects?
- draw a tree with branches?
- identify the /q/ sound and form the letter “Q” “q”?
INVOLVING PARENTS
Interacting with and Supporting Children
›
›
›
›
Parts Of A Plant - Stems
Plants
68
Ask parents to support activities at school in various ways by
- cutting samples of different kinds of stems for children’s use
- practising with children, using counters to advance number
knowledge/skills
- being patient with children and listen to their views and ideas
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
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›
SUGGESTED LEARNING ACTIVITIES
The banana tree has no branches
The word banana begins with the /b/ sound; the /b/ sound
is represented by the letter “B” “b”; the capital letter is
written as “B” and the common letter is written as “b”
Some stems can be eaten, e.g. callaloo and sugar cane; the callaloo stem is soft and the sugar cane is hard
The skin of the sugar cane is hard but when we peel the skin off, we can chew the edible inner part
When we chew the sugar cane stem it gives a sweet juice
Sugar is made from sugar cane juice
Many people enjoy drinking sugar cane juice
FOUR–YEAR–OLDS
Parts Of A Plant - Stems
|
Plants
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
banana
stems
hard
peel
chew
inside
sweet
edible
inner
finger
hand
bunch
calaloo
sugar cane
soft
listen to and identify the /b/ sound; practise forming the letter “B” “b” in different ways, e.g. with our fingers in sand, in the air, on the desk and with crayons or pencils
identify words with initial /b/ sound
examine, feel the textures of plants with soft and hard stems; if possible observe sugar cane plants growing at home, in a sugar cane field, etc.; draw pictures, tell and dramatize stories
and use puppets, e.g. Mr. Sugar Cane, Mr. Banana Man, for
story-telling and dramatic play; explore different musical rhythms with relevant songs, rhymes, etc.
make models of sugar cane pieces from playdough
observe pieces of sugar cane of different lengths and sizes provided in the classroom; count number of joints on each piece and write respective numerals; compare sizes
drink sugar cane juice and describe taste
sing folk songs about the banana and sugar cane
role-play going to market to buy bananas; observe and talk about different quantities of bananas, e.g. a finger of banana,
a hand of bananas and a bunch of bananas
69
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
› Ensure that only safe plant samples are used for observation of stems
› Bring a picture of sugar cane growing, if there is no actual sugar cane plant that the children can observe
› Cut unpeeled sugar cane pieces of different thickness and length
for children to compare
› Cut up and safely store pieces of sugar cane for eating, tasting
› Provide
- a jug of sugar cane juice for children to have as snack
- various letter shapes including “B” “b” made from plastic, sandpaper, etc. for children to manipulate and trace around
with fingers
- appropriate books, charts, cards, letter blocks, pictures,
puppets, playdough
› Put up a display of different quantities of bananas, e.g. a bunch,
a hand, individual fingers of bananas
Interacting with and Supporting Children
›
›
›
Help children to develop confidence in their ability to communicate effectively, to use past and present tenses, singular and
plural nouns, etc.
Encourage children to develop a spirit of adventure and curiosity while exploring plant stems, tasting raw (celery) and cooked
(callaloo) plant stems and juices, etc.
Give one-to-one attention to children who have challenges carrying out certain activities, e.g. sorting, sequencing and writing; encourage
peers to help each other
FOUR–YEAR–OLDS
|
Plants
Parts Of A Plant
70
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- make the /b/ sound?
- identify the letter “B” “b”; form the letter “B” “b”?
- discriminate between hard and soft stems?
- participate in stories, dramatizations?
- use musical instruments to keep the beat of a song?
- count pieces of sugar cane?
- write numeral to match number of pieces?
- arrange sugar cane pieces in sequence according to size, length?
- make sets of between 1 and 5 pieces of sugar cane?
INVOLVING PARENTS
›
›
›
›
Demonstrate to parents how to cut out sandpaper letters to use with
their children at home
Encourage parents to provide labels for things in the home and to read
to their children regularly
Ask parents to contribute pieces of sugar cane for use with children
Encourage parents to make use of easily found items in the home for
children to practise counting, arranging in sequence and making sets
of objects from 1 to 5 or more, e.g. sorting cutlery
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
The root of a plant is the part that collects the food and water from the soil and sends them through the stem to feed all the other parts of the plant
Roots help to hold the plant firmly in the soil
Some plants have roots that do not grow in soil; some roots grow in water, e.g. water lily, mangrove; some roots grow in the air, e.g. orchids
The jackfruit tree has roots that grow in soil
The word jackfruit begins with the /j/ sound; the /j/ sound is represented by the letter “J” “j”; the capital letter
is written “J” and the common letter is written “j”
FOUR–YEAR–OLDS
Parts Of A Plant - Roots
|
Plants
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
root
firmly
soil
water
air
jackfruit
experiment
mangrove
water lily
use magnifying glass to examine different kinds of roots and describe them, e.g. size, shape and where they grow; use appropriate descriptive words; look at pictures of plants
with roots
go on a field trip around the community and identify where the roots of different plants grow, e.g. soil, water, air, on
other plants
follow instructions to carry out a simple experiment in small groups to see how water moves through the roots and stem
to leaves, e.g. coloured celery experiment; describe the sequence of what happened during the experiment using past and present tense and appropriate SJE structures
practise interpersonal skills in small groups e.g. taking turns, listening when others speak; practise positive ways of
resolving conflicts
listen to and identify the /j/ sound; identify the letter shapes for “J” and “j”; practise forming and writing the letter “J” “ j” in different ways, e.g. in the air, in the sand, using crayons or pencils; say rhymes, jingles, listen to stories emphasizing initial /j/ sound; identify words that begin with the
letter “J” “j” in the classroom
71
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
Source all necessary materials ahead of time, e.g. samples of
different kinds of roots, magnifying glass, pictures of plants with different parts shown; materials for the coloured celery experiment (food colouring and celery stalk)
Prepare aids to support introduction and teaching of the letter “J” “j”
Collect rhymes, jingles, stories relevant to the theme
Interacting with and Supporting Children
›
›
›
Help children to develop skills to work and play with each other
in harmony
Remind them to be courteous, to be patient with each other, to
listen when another person is speaking, to use the social graces,
e.g. “Please,” “Thank you,” and “May I”
Make suggestions to children about how they can resolve their
disagreements and conflicts without fighting each other
FOUR–YEAR–OLDS
|
Plants
Parts Of A Plant
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- use an appropriate word to describe the shape, colour, size of
roots observed and manipulated?
- tell different places that roots can grow?
- participate in the small-group plant experiment?
- identify and reproduce the /j/ sound?
- identify the letter “J” “j”?
- form the letter “J” “j”?
- repeat a jingle/rhyme emphasizing the letter “J” “j”?
INVOLVING PARENTS
Encourage parents to
- make the effort to talk with their children about plants at home, let
them identify different parts of plants, e.g. pulling out small weeds and examining the root, stem and leaves
- repeat the /j/ sound when the opportunity arises; ask children to point to the letter “J” “j” seen in their environment; provide materials for
children to practise writing the letter “J” “j”
72
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
The roots of some plants are edible, that means they
canbe eaten by people and animals, e.g. carrot, yam,
sweet potato, coco
Roots have different sizes and weight; some are big or small, heavy or light, thin or thick
Some roots can be eaten raw and some have to be cooked; cooking makes hard roots soft and ready for eating,
e.g. yam; some taste sweet, e.g. sweet potato
Edible roots must be washed clean with water while
we prepare them for eating
Roots, have different shapes, some, like the roots of grass and escallion, are small and fine and look like hair; some are long and pointed, e.g. carrot, cassava; some are bent in funny shapes, e.g. yam, sweet potato
Some thick roots have rough skin, e.g. yam, while others feel smooth, e.g. carrot
FOUR–YEAR–OLDS
Parts Of A Plant
|
Plants
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
edible
raw
carrot
yam
coco
cassava
heavy
light
fine
thin
thick
weight
pointed
funny
rough
smooth
straight
curved
bent
sweet potato
escallion
grass
skin
use playdough to make models of foods, e.g. yam, carrot, potato; paint them in appropriate colours
engage in dramatic play activity involving setting up “Roots Food Stand” to sell edible roots, e.g. yams, carrots, potato (real or made); use balance scales to weigh items, use play money to make purchases; count, sort, group sets of items
being bought or sold
learn new words; use SJE language forms, past, present and future tenses to describe sequence of activities, e.g. First we bought the potato, next we washed it clean; now it bakes in the oven; soon we will eat it; talk about what happens to the potato after it is baked in the oven (or roasted); compare texture of raw and cooked potato; eat cooked potato and describe taste, graph their favourite
compare different sized roots, e.g. fine/thin/thick
use stencils or free hand to draw different foods; show
difference between a straight line and one that is curved
or bent
make potato or carrot prints
put their hands in a feely bag to identify different parts of
the plant, e.g. the stem, root, leaf
make people puppets, e.g. from potato, carrot
73
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
Provide pictures and labels of edible roots; various roots for children to sort and classify as edible or not edible (not to be eaten)
Set up food stand for dramatic play; provide play money, shopping baskets, small food items, e.g. yampie, coco, potato (real or made)
cash register and balance scales
Prepare
- sequence cards showing steps for baking a sweet potato
- stencils with straight and curved lines
- feely bags with different plant parts
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify one edible item and one that is not edible?
- participate in some aspect of dramatic play activities?
- use past, present and future tenses appropriately?
- make a straight line and a curved line using a stencil?
- draw a straight line and a curved line freehand?
- identify different parts of a plant in the feely bag?
INVOLVING PARENTS
Interacting with and Supporting Children
›
›
›
›
›
Explain to children that eating healthy food is one way of caring
for themselves; root foods are “go” foods that give them energy to
do many activities
Talk with children about what makes each of them special
Encourage children to share with each other what they
like about themselves
FOUR–YEAR–OLDS
|
Parts Of A Plant
Plants
74
Ask parents who grow their own root foods, in their backyard garden
or on a farm, to supply some of these for children to use during class sessions; a parent can be invited to talk about growing root foods
Parents can be a asked to help to take children on field trips to a farm
or backyard garden to see how the root foods are grown
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
Some plants grow flowers, fruits and seeds
A flower is a coloured part of the plant
There are many different kinds of flowers
Flowers are very pretty/beautiful and have a wide
variety of colours
Some flowers have a very pleasant scent, e.g. a rose, a lily
There are many different kinds of fruits; e.g. orange,
mango and otaheite apple; fruits have different colours, tastes and textures; fruits can taste sweet or sour; their skins can be smooth, rough, bumpy or prickly
The fruit is the part of the plant that has seeds
Some fruits have one seed, some have a few seeds and some have many seeds
A seed is a part of the plant that can grow into
another plant
FOUR–YEAR–OLDS
Parts Of A Plant - Flowers, Fruits and Seeds
|
Plants
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
flower
fruit
seed
scent
sweet
beautiful
sour
taste
smooth
rough
bumpy
prickly
rose
lily
orange
otaheite
go on a “Plant Walk” around the schoolyard or nearby community; observe the plants that have flowers, fruits, seeds
guided by adult, collect samples of different flowers, fruits and seeds to add to the Discovery Centre and the Math Centre
sort fruits according to quantity of seeds in each, e.g. one seed (mango, pear, otaheite apple), three seeds (ackee), many seeds, (orange, sweet sop, soursop, melon)
count seeds, make sets of seeds and match to numerals;
do a flower pot match activity
create musical shakers with large and small seeds; listen to
the difference in sound pitch
name the different colours of flowers
prepare dried flowers for collage making; create seed pictures and egg carton flowers
play “fruit basket turnover”
make and eat fruit salad after discussing the different kinds
of fruits used and the different ways each of these fruits can
be eaten, e.g. banana, mango, apple and orange
75
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Create seed match cards and seeds for sorting
Set up a Plants Discovery Centre in the classroom
Collect and wash carefully a variety of seeds from fruits, e.g. pear,
apple or ackee seeds, for use as counters, for sorting, grouping,
making number sets, etc.
Provide a colour chart for children to match the colours of different
flowers collected
Provide adequate number of fruits for use in small group activity
Were children able to
- collect at least one item for the Discovery Centre?
- identify fruits that have one seed, three seeds, few seeds,
many seeds?
- create different number sets between one and ten items, with seeds?
- write numerals to match the different number sets?
- make a musical shaker with seeds?
- carry out the procedure to make pressed flowers with a book?
- participate in the small group activity?
Interacting with and Supporting Children
›
›
›
Talk with children about the importance of practising safety at
all times, e.g. using available seeds for activities only; seeds
should not be put in their mouths and nostrils
Encourage children to be thankful for and appreciative of the
beautiful forms of nature; to learn to say short prayers of thanksgiving
to God
Encourage each child in the small groups to make a contribution to
the group activity
FOUR–YEAR–OLDS
|
Plants
Parts Of A Plant
76
INVOLVING PARENTS
›
›
›
Ask parents to collect large, safe seeds for children to use in
mathematical activities
Ask parents to contribute different fruits for children to use in small group activities
Encourage parents to repeat some of the school activities at home,
e.g. pressed flowers and making musical instruments
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
The word orange begins with the short /o/ sound;
the /o/ sound is represented by the letter “O” “o”; the
capital letter is written “O” and the common letter is
written “o”
Plants are very useful to us so we must care our plants
in the environment; we should keep on planting new trees and not destroy those we already have; some plants are harmful; they may be poisonous or have sharp thorns, we should avoid all harmful plants
Some materials, e.g. straw and cotton are made from parts of plants; these materials are used to make hats, baskets,
bags and clothes
The trunk and branches of trees provide wood which is used to make many things we use at home and school, e.g. furniture, walls, floors, toys, blocks, paper and cardboard
FOUR–YEAR–OLDS
Plants Are Useful
|
Plants
Suggested Duration:
1 Week
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
orange
poisonous
harmful
thorns
straw
cotton
healthy
unhealthy
listen to and identify the short /o/ sound; identify the letter “O” “o”; practise forming and writing the letter “ O” “o”
in different ways, e.g. in the air, in the sand, using crayons
or pencils; say rhymes, jingles, listen to stories with words
emphasizing the /o/ sound
observe various plants in their environment; note and
talk about plants that look healthy and plants that look
unhealthy; discuss how to protect plants in their environment, e.g. do not burn or cut down plants without a good reason
examine various items in the classroom and at home;
tell which ones are made from parts of plants; do simple weaving activities with straw
use non-standard units to measure different sized
wood pieces; construct art and craft items using wood, glue
and other materials
create stories, songs, music and movement activities,
ring games centred around plant theme
77
4–YEAR–OLDS
Term 2
THEME:
PLANTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
Provide appropriate aids to support teaching of the letter “O” “o”
Set up a display of items that are made from parts of a plant, e.g. straw hat, bags and wooden or cardboard boxes
Prepare pictures/charts or source posters of healthy, clean
environments with many trees and also of polluted environments
with unhealthy looking plants
Collect safe wood scraps from community carpenters and provide glue for children to use for art and craft creations
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify and reproduce the short /o/ sound?
- identify the letter “O” “o” in printed form?
- form, write the letter “O” “o”?
- distinguish between healthy and unhealthy looking plants?
- identify one item made from a part of a plant?
- create craft items from wood scraps, glue and other materials?
Interacting with and Supporting Children
›
›
›
INVOLVING PARENTS
Demonstrate and talk with children about ways people can be caring to each other, e.g. show kindness and sympathy
Talk with children about ways to keep their environment clean and healthy; caring for trees and plants in the environment
Encourage children to show confidence and share stories about good and bad things in their environment
FOUR–YEAR–OLDS
|
Plants Are Useful
Plants
78
›
›
›
›
Share with parents information about the environment and how the
quality of our environment can affect us
Encourage parents to talk with children about cleanliness and keeping themselves and their surroundings clean; to assign a special plant at home for the child to take care of
Ask parents to bring some cotton picked from a tree, if possible
Encourage parents to assist in building a community garden at the school
4–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
We can travel by land in different ways
Some animals are used for transporting people and goods
In Jamaica we use donkeys, mules, and horses to
carry people and goods; in other countries they use
camels, elephants, dogs and oxen for that purpose
Animals can carry loads that are small or big; heavy
or light
In Jamaica donkeys carry foods from the farm to the
market in baskets called hampers. The hampers are
usually full of food going to the market and are empty
going back home
Some animals have long names and some have short names, e.g. elephant, dog
The word elephant begins with the short /e/ sound; the /e/ sound is represented by the letter “E”, “e”
Animals that transport people or things should be cared for and protected, e.g. using saddles or horseshoes to
protect them
FOUR–YEAR–OLDS
Types Of
Of Land
LandTransportation
Transportation
|
Suggested Duration:
2 Weeks
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
›
donkey
mule
horse
dog
camel
elephants
oxen
small
big
heavy
light
hamper
basket
full
empty
saddle
horseshoe
transportation
land
protect
cart
Transportation
observe pictures, listen to stories and have discussion about animals,
e.g. donkeys, dogs, mules, camels, horses, elephants and oxen that are used for transportation in Jamaica and other countries
watch DVDs or appropriate TV shows about different animals used for transportation in different parts of the world
express themselves using more complex sentence structures, such as the use of conjunctions, e.g. and, but and so
talk about animals they have seen transporting people or
things, in their community or in other communities
create animal masks and pretend to be different animals,
making appropriate sounds, e.g. donkey, horse, mules
paint and use large old baskets, etc. to create carts and hampers/
baskets, boxes for use in pretend play to imitate the different ways animals carry people or loads, e.g. pulling carts, carrying hampers
observe and describe hampers and share own experiences
of carrying small/big; light/heavy loads
fill and empty cartons and baskets with various items; estimate weight of the different containers, e.g. which is heavier or lighter
weigh objects of different sizes on a scale and identify which ones are light or heavy
colour and cut out pictures of animals; participate in a group project to create a Big Book of ‘Transportation by Animals’ for the class; write/trace names of different animals and tell which name is long or short, e.g. elephant and dog
listen to and identify the short /e/ sound; practise forming the letter “E” “e” in different ways, e.g. in sand, playdough, using crayons, pencils; say rhymes, jingles, tell short stories including initial “E” “e” words such as empty, elephant and any other ‘e’ words relevant to the theme
examine a saddle and a horseshoe and talk about the
importance of caring for our animals
79
4–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
Provide
- large posters, pictures and storybooks, magazines with pictures
of animals used to transport people and goods in Jamaica and other countries; DVDs and short films about animals for transportation
- large boxes and old baskets for pretend play; plain cardboard and other materials for book making and mask making
- flash cards with animal names, animal puzzles, sandpaper words,
plastic letter templates; in particular letter “E” “e”
- outfits for creative play
- crayons, paints, paintbrushes
- prepare templates of, and materials for creating animal masks
Interacting with and Supporting Children
›
›
Reinforce concepts being taught (e.g. in front of, behind, beside)
by repeating activities, especially with children who are slower at understanding; pay special attention to children who are
visually or hearing impaired
Encourage children while working in groups to display social
courtesies toward each other; demonstrate for children ways that they can resolve conflicts, that might arise in groups, without being
physically aggressive
FOUR–YEAR–OLDS
|
Transportation
Types Of Land Transportation
80
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- use complete sentences with ‘and’, ‘but’ or ‘so’ in their conversation?
- name some animals used for transportation in Jamaica and say how they are used?
- name some animals used for transportation in other countries?
- identify and compare things which are big/small; heavy/light?
- estimate correctly which container might be heavier/lighter?
- recognize initial short /e/ sound?
- identify the letter “E” “e”?
- write the letter “E” “e” ?
- complete animal puzzle of up to 12 pieces?
- distinguish between empty/full containers?
INVOLVING PARENTS
Ask parents to
- show children a donkey or horse carrying goods or people and talk
about how the donkey helps to transport various things
- help children find pictures of donkey, horse, dog, camel, elephant
- help children distinguish between heavy and light objects
- give children practice in identifying right and left hand/foot
- give children practice matching numerals with objects
- help children identify colours and shapes
4–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
There are many types of vehicles that transport people and goods from one place to another, e.g. bicycles, bikes, cars, vans, trucks, ambulances, police cars, fire trucks, trains and others
Some vehicles go fast and some go slow. Vehicles can
go straight forward, around corners, and can make right or left turns; vehicles can also go backwards/reverse
Ambulances, fire trucks and police cars go very fast when they are needed in an emergency; they usually make a loud sound from a siren so that people can move out of the way; vehicles make other sounds we can recognize, e.g. the engine, horn
There are many different colours of vehicles such as red,
orange, yellow, green, blue, grey, silver, black, white and other colours
Vehicles on the road can be in front of/ behind /beside each other
The words vehicle and van begin with the /v/ sound, the /v/ sound is represented by the letter “V” “v”; the capital letter is written “V” and the common letter is written “v”
FOUR–YEAR–OLDS
Types Of Land Transportation
|
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
vehicle
bicycle
bike
car
van
truck
ambulance
police
fire
train
fast
slow
emergency
siren
engine
horn
brake
front
behind
beside
right
left
reverse
grey
silver
backwards
first
second
third
Transportation
look at and count various types and/or make of vehicles on the road and make a pictograph; write numerals and number names to represent numbers counted; make a scrap book of different kinds of vehicles and label them
role-play driving cars slow or fast, stopping and starting, etc., create roadways with unit blocks for driving toy vehicles,
moving in different directions, e.g. driving straight, around corners and turning right/left
dress-up in car costumes and pretend to be racing cars with drivers
make sounds of different vehicles being driven, e.g. train, car, truck, ambulance, police car and fire truck; practise siren sounds and how vehicles pull over to the side of the road; practise loud and soft sounds
observe, note and compare the colours of cars on the road; make cardboard car cut-outs and colour with paints or crayons; cut pictures from magazines; place like colours together
position the coloured cars on a wall mural showing a road scene; identify the colour and talk about position of each car: “beside”, “in front of” and “behind”; first, second, third, etc.
create a flannel graph with toy car cut-outs; create own patterns to show car positions, e.g. first, second, third, beside and in front
line up coloured bottle caps to make the same colour pattern as cars on the road, e.g. red, blue, orange, blue
match pictures of vehicles that are the same, e.g. trucks,
cars, bicycles
listen to and identify the /v/ sound; practise forming the letter “V” “v” in different ways, e.g. in sand, playdough, using
crayons, pencils; say rhymes, jingles, tell short stories
including initial “V” “v” words such as van, vehicle etc.
81
4–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
Provide
- scrap books, picture books, magazines with different types of vehicles for cutting and pasting
- labels with names for vehicles, e.g. truck, car, bus
- charts showing straight and curved lines
- various horns, taped sounds of emergency vehicles, engines,
brakes, horns, etc.
- cardboard, paints, scissors, glue, paint brushes
- sandpaper letter shapes, unit blocks, materials to make mural
- toy vehicles, coloured bottle caps
Interacting with and Supporting Children
›
›
Talk with children about the meaning of the word “emergency”
and let them provide examples from their own experiences; let
children discuss ways they can be helpful to each other in an
emergency and at other times
Encourage children to express their creativity as they engage
in role-play
FOUR–YEAR–OLDS
|
Transportation
Types Of Land Transportation
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify different types of vehicles on the road and count them?
- write the numerals to represent the numbers counted?
- tell the different colours of cars seen?
- state the various positions of one vehicle in relation to another?
- walk/run in a straight line; go around a corner?
- identify right and left arms and legs?
- identify sounds made by vehicles?
- name their favourite way of travelling?
- demonstrate understanding of one-to-one correspondence?
- recognize initial /v/ sound?
- identify the letter “V” “v”?
- write the letter “V” “v”?
INVOLVING PARENTS
›
›
›
82
Ask parents to supply children with a variety of coloured bottle caps
Encourage parents to work with children at home to make toy cars
from discarded boxes, plastic bottles
Encourage children to practise balancing skills, e.g. on tricycle,
bicycles, curb walls, ledges
4–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
TRANSPORTATION
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
›
On
Safety
TheOn
Road
The Road
SUGGESTED LEARNING ACTIVITIES
We all need to learn about road safety. All persons or
passengers driving on the road in vehicles must ensure their own safety and their children’s safety by wearing seat-belts, using child car seats, keeping windows up, and keeping parts of the body inside the vehicle
Good drivers drive carefully and courteously and obey the speed limit, road signs and traffic signals
Drivers must take a test to get a license to drive vehicles
on the road
We should raise our hands to alert drivers that we want to
cross; when the vehicle stops we look to the right, then to the left and to the right again; we cross when the road is clear using the pedestrian crossing if there is one
The words pedestrian and police begin with the /p/ sound. The /p/ sound is represented by the letter “P” “p”; the capital letter is written “P” and the common letter is
written “p”
We must obey road signs, for example STOP signs, traffic lights; pedestrians should use the sidewalk; if there is no sidewalk, walk facing the on-coming traffic
The bus terminal/bay/station is where small and large buses begin their journey. Each bus has a number to tell the route it takes. Buses can be small or big and can travel from town to town
Passengers must wait in an orderly line before they board the bus. Everyone must pay a fare
Bikes, cars, vans, trucks, trains all have wheels arranged in pairs; a pair has two objects/items that are alike
FOUR–YEAR–OLDS
SUB THEME:
SUB THEME:
Safety
|
Suggested Duration:
1 Week
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
safety
passengers
seat belts
police
pedestrian crossing
pedestrian
begin
driver
traffic
traffic signals
bus terminal
bus bay
ticket
fare
pair
motorbike
helmet
bicycle
boarding
alighting
persons
Transportation
talk about travelling safely using SJE language structures; role-play wearing seat-belts, children in car seats, keeping arms and head inside the vehicle, boarding and alighting from a bus, wearing a helmet when travelling on a motorbike, bicycle
listen to stories about road safety, e.g. “Officer Buckle and Gloria”; observe and listen to resource persons demonstrate safety on the road
explain road safety rules – demonstrate how to walk safely along the road, cross the road, drive on the road; draw and colour a pedestrian crossing (white paint on black cartridge paper)
listen to and identify the /p/ sound; practise forming the letter “P” “p” in different ways, e.g. in sand, playdough, using
crayons, pencils; say rhymes, jingles, tell short stories including initial “P” “p” words such as police, pedestrian and persons
construct and use improvised STOP sign and traffic lights
in role-play
use trashables to create a bus station and make various sized toy buses; compare sizes of buses; number toy buses 1-10; park toy buses in station in order by number; label where each bus is going; sort bus tickets in bundles of 10
dress up and role-play passengers getting safely on/off the bus; form lines, buy tickets; use courtesies, e.g. “Please,” “Thank you”and “Excuse me”
explore and match shapes on the bus (circle, square, rectangle)
respond to number problems, e.g. how many will be on the bus if one more gets on? Can everyone find a seat on the bus?
(one-to-one correspondence); play musical chairs
sing “The Wheels on the Bus” with actions; compare number of wheels on vehicles (bike, car, van, truck); match bottle caps with wheels
83
4–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
›
›
›
›
›
Have available DVD cassettes and player
Collect samples and/or pictures of road safety items, e.g. helmets,
seat belts and car seats
Provide white paint or white paper strips and black cartridge paper
to make pedestrian crossing
Provide other trashables, e.g. large boxes, plain cardboard and coloured paper for use in constructing traffic signs, traffic lights;
dress-up clothes
Make bus tickets, play money, bus number signs, bus destination signs
to facilitate role-play
Provide a box with various shapes of different sizes for use in
creating “shape” vehicles; various puzzles
Organize a field trip to the local bus station
Invite representatives from the Road Safety Division to your school; other resource people include bus drivers, taxi drivers, traffic warden, traffic police
Prepare, collect and have available for display pictures, charts,
posters, books of buses, vans, etc.
Create a Bus Station Centre in which children can interact with
manipulatives, construct puzzles and read words relating to buses
Use boxes to create vehicles (child steps into bottomless box, sides
decorated, straps for shoulders and small hoop for steering wheel)
Interacting with and Supporting Children
›
›
Help children during field trips, e.g. bus ride or visit to a bus station, to feel safe by having several accompanying adults along; reassure any child who displays unusual fears of a new/different experience
Reinforce the importance of showing good behaviour and
courtesies on the bus
FOUR–YEAR–OLDS
|
Transportation
Safety On The Road
84
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- talk about at least two ways of travelling safely?
- role-play the driver, conductor, passengers?
- use trashables to construct a toy?
- indicate position of a bus in relation to another bus?
- complete puzzles of varying complexity?
- use social graces appropriately: “Please,” “Thank you,”
“Excuse me?”
- respond to number problems involving passengers
getting on/off the bus?
INVOLVING PARENTS
Ask parents to
- take children on a bus and demonstrate use of “Please” and “Thank you when buying tickets
- talk to children about road safety practices
- encourage children to look for numbers on buses
- spend time at home with children constructing toy vehicles from
discarded materials; talk with children about recycling/using discards
to make useful items and how this helps to keep the environment clean
4–YEAR–OLDS
Term 2
Suggested Duration:
THEME:
THEME:
TRANSPORTATION
TRANSPORTATION
SUB THEME:SUB
Purposes
THEME: OfPurposes
Land Transportation
Of Land Transportation
1 Week
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
Transportation is needed for moving people to school
work, visiting relatives and going to other places
Motor vehicles might look different from each other but all have engines which make them go; the engine is turned on and off with a key
The words key, king, kind begin with the /k/ sound; the /k/ sound is represented by the letter “K” “k”; the capital
letter is written “K” and the common letter is written “k”
Trucks transport goods to the shops, the farmer can use a donkey, van, car, cart or truck to transport fruits and vegetables to the market
The truck can carry more than the donkey can
There are a few trains in Jamaica that transport goods
but not people; trains have loud horns and their engines make a loud sound; trains travel on tracks
All drivers must use the road very carefully to prevent
accidents from happening
Pedestrians must also walk carefully on the roadway
FOUR–YEAR–OLDS
|
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
transportation
vehicle
engine
key
truck
train
pedestrian
pedestrian crossing
traffic
ticket
tracks
Transportation
observe in their community and look at books or pictures to
see people traveling by different types of land transportation; talk about own experiences on a bus, in a taxi, car, etc; say what they liked/disliked; draw and colour the different
vehicles, e.g. bus/taxi and compare sizes and colours
dramatize taking a bus to the market or town; use dress-up clothes, bags, play money (to buy and sell and make change); give out bus tickets etc.
listen to and identify the /k/ sound; practise forming the letter “K” “k” in different ways, e.g. in sand, using crayons, pencils; say rhymes, jingles, tell short stories including initial “K” “k” words such as king, kind, key, etc
help to construct a large model truck and load it with blocks; count the blocks; pretend turning on the truck engine with a key; make the sound of the engine starting up
talk about and compare how much fruit/vegetables a donkey and a truck can carry to market; use more than and less than;
practise using SJE speech structures in conversation
talk about and share information and own experiences with trains in Jamaica or another country; form a train with peers and move around the playground making the sound of the train horn and engine
draw and colour trucks and trains; create toy trucks, cars and
trains from discarded boxes
make roads with obstacles on classroom floor or schoolyard; role-play driving a truck without crashing into the obstacles
help to make a large cardboard pedestrian crossing, using black and white paints; practise how to use a pedestrian crossing, and how to observe traffic lights
85
4–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
Provide
- storybooks, pictures, charts and posters about travelling by land
- read or create stories about the farmer taking his goods to market and provide pictures of fruits, vegetables and ground provisions
arranged on market stalls
- templates for the letter “K” “k”; crayons, pencils and blank paper
- materials for creating toy vehicles, pedestrian crossing, e.g. glue,
tape, paints and board
- taped sounds of the horns of trains, trucks, buses or cars
Interacting with and Supporting Children
›
›
›
›
›
›
Encourage children to express themselves freely in speech and
in other activities, e.g. art and craft activities
Support children in making personal choices
Discourage children from bullying others
Make each child feel that his her ideas and thoughts are valued
as much as any other
Encourage children to persevere in trying to finish a task undertaken
Show that you value each child’s production by displaying every child’s work
FOUR–YEAR–OLDS
|
Transportation
Purposes Of Land Transportation
86
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- talk about experiences on a bus, in a taxi or other vehicles?
- identify different colours of vehicles seen?
- make the /k/ sound?
- identify the letter “K” “k”?
- write the letter “K” “k”?
- imitate different sounds made by vehicles?
- count blocks and indicate more than and less than quantities?
- create a toy vehicle from discarded materials?
- move smoothly around obstacles?
INVOLVING PARENTS
Encourage parents to
- draw children’s attention to the sound and appearance of words
beginning with the letter “K” “k”
- provide newspapers, magazines, books for children to identify
familiar words and letters
- reduce time children spend on video games and television and
increase time they spend interacting with books and other printed materials
4–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
CONCEPTS AND CONTENT
SUB THEME:
Purposes Of Land Transportation
SUGGESTED LEARNING ACTIVITIES
Children will engage in a wide range of activities in which
they can
›
›
›
Emergency services such as ambulance, fire and police all
use specially marked vehicles and have sirens that make loud noises
In Jamaica, fire trucks are bright red; police vehicles
are mostly white with blue streaks; ambulances can be
different colours
In emergencies, we need to telephone 119 for help
from an ambulance, fire truck or police
FOUR–YEAR–OLDS
|
›
›
›
›
›
›
Transportation
identify an ambulance, fire truck, police car in pictures or
on the road and make siren noises
identify and talk about the colours of the different emergency vehicles; paint/colour different vehicles appropriately
role-play an emergency and use the telephone to dial 119 for
emergency services, e.g. fire, police, ambulance
use telephone in Home Centre and dial 119 to report
an emergency
play “snap” card game with cards of each type of transportation; when two matching cards are found the child keeps the pair; game continues until all cards are paired
visit the health centre, police station or fire station and ask questions about emergency services
87
VOCABULARY
(Not to be used as a
list for spelling)
emergency
ambulance
police car
fire truck
siren
telephone
health centre
fire station
police station
4–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Provide
- pictures, books, poster, charts with emergency vehicles,
e.g. ambulance, fire truck, police cars
- old telephones
- “snap” card games
- chart with pictures of emergency vehicles/personnel and the
related number to call
Were children able to
- identify each type of emergency vehicle?
- tell the colour of different emergency vehicles?
- demonstrate how to make a call to 119 in an emergency ?
- match “snap” cards in game?
INVOLVING PARENTS
Interacting with and Supporting Children
›
›
›
›
Invite the police, fire fighters or an ambulance driver to talk with
children about their work in order to reduce any fear some children may have of these persons
Encourage children to share as they play “snap”
Talk about pictures of vehicles and encourage children to
ask questions
Praise children’s efforts and successes
FOUR–YEAR–OLDS
|
Purposes Of Land Transportation
Transportation
88
› Invite parents to
- contribute pictures of emergency vehicles
- teach their children family emergency information, e.g. address,
phone number, who to call
- visit a fire station with their children
›
Invite parents who work in emergency services to come and talk with
children about their work
4–YEAR–OLDS
Term 2
THEME:
THEME:
TRANSPORTATION
TRANSPORTATIONSUB THEME:
SUB Types
THEME:
Of
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
SUGGESTED LEARNING ACTIVITIES
There are many different kinds of boats – raft, row boat, canoe, speed boat, ferry boat, tug boat, large ship;
small and big boats float on water
Some objects float and some sink; boats float on water; rafts float on water
Tourists like to go on rafts down the river
The rafts are made from bamboo, which is light and
it floats; bamboo grows near the river
We usually add an “s” when we talk about more than
one thing, e.g. one raft; two rafts; one boat, two boats
The words water and wash begin with the /w/ sound
The /w/ sound is represented by the letter “W” “w”; the
capital letter is written “W” and the common letter is
written “w”
FOUR–YEAR–OLDS
Suggested Duration:
Water
Types Of
Transportation
Water Transportation
1 Week
|
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
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raft
row boat
canoe
speed boat
ferry
tug boat
ship
bamboo
tourist
float
sink
smaller
bigger
biggest
water
wash
wake
Transportation
use water play area to investigate boats and the properties
of water
look at pictures of boats and describe them and what they
are used for; make toy boats from paper or plastic; paint /colour the boats; arrange boats in a line starting with the smallest boat and ending with the biggest boat; use appropriate descriptive language, e.g. smaller, bigger and biggest
investigate a variety of floating and sinking objects; place in groups “floaters” and “sinkers”; create an Experience Chart to show the floaters and sinkers; count and group sets of items as sinkers and floaters
express the plural form of many nouns
listen to and identify the /w/ sound; practise forming the letter “W” “w” in different ways, e.g. in sand, playdough, using crayons, pencils; say rhymes, jingles, tell short stories including initial “W” “w” words such as water, wash and wake
fish for letters, numerals and words in a fishing game
89
4–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Provide
- variety of materials, e.g. plastic toys and egg trays for sink/float
activities
- fudge sticks or small cut bamboo pieces, elastic bands, tape
- magnets, paper clips, cut-out fish shapes
- mats, bean bags, large boat constructed from waste cardboard
- pictures or charts of different types of boats
Were children able to
- identify objects that sink and float?
- create small raft as craft item?
- use singular and plural words appropriately?
- do a simple addition problem?
- identify numerals and letters correctly in “fishing” activity?
Interacting with and Supporting Children
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INVOLVING PARENTS
Question children about travelling in a boat; find out who might
be fearful of water travel; talk about safety features of travelling
on water to reassure children who have fears
Encourage children to act out situations that cause them to be fearful
Read them stories about being brave
Encourage children to work together harmoniously, e.g. pretending
to be packing items onto a boat
FOUR–YEAR–OLDS
|
Types Of Water Transportation
Transportation
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90
Ask parents to bring discarded items that can be used in the
various activities for the children
Encourage parents to continue to reinforce the concepts children
are learning at school
Ask parents to help children construct large boat for use in their play
4–YEAR–OLDS
Term 2
THEME:
THEME:
TRANSPORTATION
TRANSPORTATION
SUB THEME:
SUB THEME:
Uses Uses
Of Water
Of Water
Transportation
Transportation
CONCEPTS AND CONTENT
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SUGGESTED LEARNING ACTIVITIES
Boats can carry cargo or people. If a boat is overloaded
it will capsize or sink; if a lifeguard is nearby, he can
rescue the people
Bananas and other produce can be transported by rafts
and boats
Fishermen use boats for fishing; they catch fish such
as snapper, parrot and grunt
Many goods are imported (brought in) and exported (taken away) from Jamaica by large container ships
FOUR–YEAR–OLDS
|
Suggested Duration:
1 Week
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
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capsize
sink
lifeguard
rescue
snapper
parrot
grunt
container ship
imported
exported
cargo
Transportation
recycle containers, e.g. egg trays to make boats; find out how many blocks each boat can hold before it capsizes
listen to a story about a passenger boat that capsized; make playdough people and put them in a boat; retell the story using the props and draw a picture to tell what happened
sing “Rafting on the Rio Grande”; make rafts using small pieces of bamboo or fudge sticks and observe how they float during water play
arrange rafts on a model river; use singular and plural words when describing the number of rafts on the river
sing “Come, Mr. Tallyman, Tally Mi Banana” and clap the rhythm; count how many bunches of bananas are loaded on
the boat; eat ripe bananas and describe the taste
fish for numerals, letters or words; dress up like a fisherman and go fishing; describe the catch
identify and read letters, numerals and words on container boxes
help to make a mat on the floor with labelled pictures of
different kinds of boats and ships; use a bean bag to throw
onto a boat on the mat, name the type of boat and then jump
on the picture
91
4–YEAR–OLDS
Term 2
THEME:
THEME:
TRANSPORTATION
TRANSPORTATION
SUB THEME:
SUB THEME:
Uses
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
› Provide
- pictures and outline drawings of a variety of boats and ships
- a variety of materials and encourage children to bring in objects to investigate floating and sinking
› Collect and display story books and other books and magazines on boats; read stories about travelling by boat
› Sequence a variety of objects according to size, from small to large
› Prepare flash cards with numerals 0-9, capital and common letters, sight words; prepare a chart with pictures of rafts and other boats
and ships
› Obtain books from the library with pictures and stories about boats and fishing; prepare fishing game with magnets
› Prepare a game mat with pictures of boats
› Prepare a simple model of a river
› Prepare recycled boxes with numerals and letters on the sides
› Make a model of a container ship and pack boxes on board for the children to read the letters, numerals or sight words; also use boxes to write simple addition problems for children to do
Interacting with and Supporting Children
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Encourage children to talk about what they are doing as they
play with their boats
Give praise for efforts made by children when speaking and writing
Encourage children to ask questions
Engage children in games
Encourage children to work in pairs to develop social skills
FOUR–YEAR–OLDS
|
Transportation
Of
Uses
Water
Of Water
Transportation
Transportation
92
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- use crayons to colour and scissors to cut out a boat?
- listen and retell stories?
- investigate and group floaters and sinkers?
- make rafts and observe them floating?
- sing and clap to the rhythm of a song?
- use the magnetic fishing game and identify the letters,
numerals or words?
- interact with each other as they used the game mat?
INVOLVING PARENTS
Ask parents to
- talk to children about uses of boats
- help children make paper boats and play with boats with
their children
- use fridge magnets to make a magnetic fishing game (with
practitioner’s help)
- let children experiment with sinking and floating objects at home
4–YEAR–OLDS
Term 3
Developmental Objectives
WELLNESS
If provided with the appropriate opportunities children will
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Continue to demonstrate increasing skills in coordination, self-control, balance, speed and agility in carrying out movements of the upper and lower
limbs and for locomotor activity, including marching, skipping and galloping
Show increasing confidence and skill in the use of climbing indoor/outdoor equipment
Follow instructions in carrying out independent and group activities involving coordination, imagination and creativity
Judge physical placement, direction and timing with increasing accuracy
Adjust direction in movements; follow straight, curved and zigzag pathways
Participate in activities requiring improved competencies, aim and direction, e.g. kicking a ball in mid-air and throwing a ball overhead
Participate in ring games
Demonstrate increased competency and control in hand-eye coordination, e.g. lacing, using a pair of scissors and using construction toys
Include more detail in drawings, paintings, etc.
Print letters and numerals, copy shapes, sequences and patterns
Use a computer mouse to point and click
Be energetic and enthusiastic
Begin to understand right from wrong
Follow instructions and participate as a member of a group
Discuss with others who should do what in group activity
Display understanding of concepts of honesty and fair play
Demonstrate a strong sense of belonging
Resolve conflict with help if needed
Demonstrate curiosity about themselves, others and the world around them; talk freely about themselves and others
Be persistent in wanting their questions answered
Occupy self for longer periods of time
Play roles of familiar adults in their daily environment
Understand that people differ in various ways
Understand that some people are different because of their physical ability, race, size and shape
Express unwillingness at being touched by unauthorized persons
Begin to understand basic differences between healthy and unhealthy choices and preferences
FOUR–YEAR–OLDS (Developmental Objectives)
93
4–YEAR–OLDS
Term 3
Developmental Objectives
COMMUNICATION
If provided with the appropriate opportunities children will
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Tell, retell and make up, explain, interpret and act out stories
Adapt and create own games, songs and stories
Describe experiences, events and objects with some detail
Use present, past and future tenses in conversation and in relating experiences and events; speak Standard Jamaican English (SJE) with guidance
Demonstrate understanding that stories have a beginning, middle and end
Introduce self and others, welcome and thank others
Understand time concepts such as “late at night,” “early this morning,” “next week” and “once upon a time”
Engage in conversation with other children as well as with adults
Engage in group decision-making
Seek explanation of “why” and “how”
Begin to master some basic rules of grammar, e.g. past tense, plurals and comparatives
Use appropriate language to express basic understanding of number, size, weight, colour, texture, distance, position and time
Use exaggeration and words such as “enormous,” “huge” and enjoy extremes in their voices, e.g. shouting, whispering and telling ‘secrets’
Construct longer and more complex sketches
Identify a specific shape from among superimposed shapes
Predict cause and effect relationships and guess story outcomes; use future tense
Sequence a series of three to six pictures to tell a story or to tell a process
Write simple words, phrases and sentences
Talk about where they live, where other people live and what they do
Sequence words to make sentences of a story
Express preference for
- picture books
- traditional literature
- myths, fables, fairy tales, poetry
VALUING CULTURE
If provided with the appropriate opportunities children will
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Begin to show awareness of and interest in images projected in media such as television and newspapers
Develop an awareness of different sub-cultures in the community, e.g. Rastafarian and Maroon
Participate in national celebrations held in school, community and country
FOUR–YEAR–OLDS (Developmental Objectives)
94
4–YEAR–OLDS
Term 3
Developmental Objectives
VALUING CULTURE ( cont’d )
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Understand that families live in communities; demonstrate an appreciation for differences in people who live in the community
Enjoy participating in activities involving music, rhythms, rhymes, puppetry and storytelling
Talk about ways in which national events such as Independence Day and Heroes’ Day are celebrated
Be familiar with the National Flag
Talk about ways each person can be a good member of family, community and country
Talk about other cultural celebrations such as Lunar New Year and Divali
INTELLECTUAL EMPOWERMENT
If provided with the appropriate opportunities children will
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Recognize and enjoy rhythms songs and rhymes
Begin using a wide range of movements and extending the coverage of physical space during movement
Paint on a variety of surfaces
Continue to use different media and materials in collage work and other forms of expression
Develop more control in using scissors and other materials, tools and equipment
Produce straight and curved lines and demonstrate knowledge of the difference
Continue to make representational drawings of objects, people and scenes from the environment
Illustrate events, people, stories and objects related to theme through painting, drawing and creating collages
Create and use masks, puppets and other props
Talk about own creative efforts and those of others
Participate in dramatic play/activities which focus on a wide range of community helpers
Use role-play and improvisation to demonstrate the importance of community helpers and to appreciate their contribution to the community
Participate in role-playing activities and improvisation to develop practical problem-solving techniques
Begin to assume the role of a character in a story; give reasons for the choices made by that character
RESPECT FOR SELF, OTHERS AND THE ENVIRONMENT
If provided with the appropriate opportunities children will
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Begin to develop and demonstrate a sense of trust in God, parents, practitioners, friends and others
Continue to use materials in appropriate ways
Continue to respect and care for classroom environment and materials
FOUR–YEAR–OLDS (Developmental Objectives)
95
4–YEAR–OLDS
Term 3
Developmental Objectives
RESPECT FOR SELF, OTHERS AND THE ENVIRONMENT ( cont’d )
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Put away used materials before starting another activity
Adhere to rules and show respect for authority; recognize authority which is clear and fair
Continue to develop a sense of self-worth and confidence; take pride in own work and effort; feel good about self; feel that they can succeed and
experience success
Continue to demonstrate more independence and sense of responsibility
Continue to express a strong need for love, attention and affirmation from parents and practitioners
Display appropriate and responsible social behaviours in relation to the environment
Continue to display an understanding of and practise social norms in appearance and expression, e.g. personal grooming
Display strong sense of belonging – to family, group, school, community
Show awareness and appreciation of roles of different people in the community
Continue to listen courteously and in a supportive manner and share personal stories and events
Continue to empathize with and support peers who are visually impaired, hearing impaired or who are otherwise challenged
Continue to express fear, anger, affection, excitement, enthusiasm and disappointment in socially acceptable ways
RESILIENCE
If provided with the appropriate opportunities children will
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Continue to demonstrate the ability to cope with frustration, anger, disappointment, rejection, grief, etc. in socially acceptable ways
Continue to use and express self through a variety of media in art and crafts, music, games, dramatic play, etc.
Begin to resolve conflict without fighting
Be assertive about their needs and desires
Continue to develop a sense of responsibility for own actions
Continue to make decisions based on right from wrong
Express positive and negative feelings
Continue to show increasing ability to adapt to different situations
Continue to develop an awareness of the consequences of playing with potentially dangerous objects such as matches, electrical outlets, knives, plastic bags, etc.
Recall what to do in an emergency; recognize when in need of help and when to seek adult attention
Discuss the dangers of play activities which could be hazardous, such as hiding in abandoned appliances and car trunks; climbing to unsafe heights;
imitating dangerous stunts such as those seen on television; and throwing stones
Select safe places to play
FOUR–YEAR–OLDS (Developmental Objectives)
96
4–YEAR–OLDS
Term 3
THEME:
THEME:
PEOPLE
PEOPLE
ININ
OUR
OUR
COMMUNITY
COMMUNITY
CONCEPTS AND CONTENT
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SUGGESTED LEARNING ACTIVITIES
A community is a place where people live, go to church, go to school, go to work, or play together
A community has people of different age groups, both adults and children
A community has buildings of different sizes, shapes and colours
Communities are different from each other; some are in the town/city areas and some are in the country areas
Some communities are large with many people and some are small with fewer people
FOUR–YEAR–OLDS
|
Suggested Duration:
2 Weeks
SUB THEME:
SUB THEME:
What IsWhat
Community
Is Community
?
?
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
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community
people
adults
children
buildings
many
fewer
country
town
city
first
second
third
fourth
fifth
police station
church
school
clinic
go on a field trip in their school’s community; in pairs observe and talk about the persons, buildings, animals and activities they see; create songs about their community and sing and dance to them
observe and compare the different shapes, sizes and colours of buildings, e.g. square amd rectangle; tall and short; blue and yellow
identify and name important buildings, e.g. fire or police station, church and clinic
play memory games about buildings in their community, e.g. types of buildings, colours and shapes
interact with community members by going to the barber, buying goods, e.g. toys, food from supermarket/vendors, using play money; talk about city and country visits
label buildings on a community map
identify the order of buildings seen, e.g. first, second, third, fourth, fifth; help to make a community diorama with buildings, toy people, animals, vehicles and more; label items
talk, after the field trip, about what they saw in the
community using past tense, e.g. I saw and I went
tell their own stories about a visit to one of the community buildings
listen to, retell and dramatize stories
People In Our Community
97
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
PRACTITIONER STRATEGIES
Conduct adequate research; develop a community map
Visit community beforehand and decide on field trip route (with safety in mind)
Seek permission from community business places to visit with children
Arrange for an adequate number of adults to accompany children
Share field trip plan with parents and ask them to sign consent forms
Provide a variety of materials such as boxes of various sizes and shapes, for children to make models of buildings in the community; markers and paper strips for making word labels; relevant story books
Interacting with and Supporting Children
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Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- talk about at least one thing they saw or did in the community, using the past tense?
- identify different shapes of buildings in the community?
- identify and name the important buildings in their community?
- show understanding of the concept of town/city versus country?
- use ordinal numbers first, second, etc. to indicate place/sequence?
- write a label for an item in the diorama?
INVOLVING PARENTS
Allow students the opportunity to walk in groups of two to
demonstrate an understanding of how to walk on the street
Demonstrate the proper use of pedestrian crossings, where
these exist
Encourage students to be polite and practise social graces such as “Please”, “Thank you”, “Good morning”, “How are you?”
Ask leading questions to stimulate critical thinking, e.g. “I wonder why the wall of this building is so rough and this one is so smooth?”
FOUR–YEAR–OLDS
What Is Community ?
LOOK, LISTEN, NOTE
Preparing for Learning
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SUB THEME:
People In Our Community
98
Ask parents to
- accompany students and practitioners on field trip
- collect pictures of people in various communities
- assist practitioner with obtaining and recording information with the use of video cameras, cameras, etc.
- assist the practitioner; help in supplying materials for children to construct models of community
- help in modelling diorama community
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
CONCEPTS AND CONTENT
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What Is Community ?
SUGGESTED LEARNING ACTIVITIES
Members of a community have different jobs such as teacher, garbage collector, police officer, soldier, market vendor, fire fighter, nurse and others
In communities people work together, cooperate and support each other in different ways; they clean the community together; play football, cricket, netball and other games together; go to church together
It is important to keep our communities clean to ensure that we keep healthy and safe
The garbage collector helps to keep our community clean
The garbage collector uses gloves, dust masks, water boots to protect himself or herself, he or she also uses a shovel to move garbage
The words garbage and good begin with the hard /g/ sound. The /g/ sound is represented by the letter “G” “g”;
the capital letter is written “G” and the common letter
is written “g”
We can help to keep our communities clean by putting
our garbage first into plastic bags which can be placed in garbage containers
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
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garbage
garbage collector
gloves
clean
healthy
safe
work
water boots
dust masks
shovel
teacher
police officer
soldier
container
practise combining sets up to 10 using cut-out shapes of small buildings, or small covered match boxes
talk with their peers and adults about what people do in their own community
discuss different kinds of communities, e.g. farming, fishing; use SJE structures in speech
create a wall mural depicting the theme “People in Our Community”, using pictures of different community workers; take photos or cut out newspaper pictures
pretend-play being a garbage collector, going from house to house; try to draw a garbage truck
use small bean bags to pretend throwing garbage into a container from varying distances
work in groups to make and decorate a garbage container for the class; sing clean up songs as they place their garbage in the box
recognize simple sight words beginning with “g” on picture cards, start scrap book with “g” words; practise writing the letter “G” “g” with our fingers in sand, in the air, on the desk, with crayons, or pencils
play football and ring games together
People In Our Community
99
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
PRACTITIONER STRATEGIES
Provide
- sand-paper letters, templates of capital and common letter “G”,“g”
- initial “g” sight-words
- laces, boxes, crayons, markers, paints, glue, safety scissors
- equipment for playing group games, e.g. little cricket, football, basketball, bean bags
- newspaper pictures of different workers in the community, e.g. firefighters, policemen and women, vendors, nurses, teachers, garbage collector, postman
Interacting with and Supporting Children
Encourage oral expressions in SJE, simply reinforce by repeating sentences using SJE only; practise using the past tense
Be aware of learning styles; allow children to choose which area
they are comfortable working in, whether it is painting, lacing,
making models; encourage rotating to different areas
Talk with children about working as a team in carrying out a task and how to be helpful, respectful and tolerant of each other
Read daily to children
FOUR–YEAR–OLDS
|
People In Our Community
What Is Community ?
LOOK, LISTEN, NOTE
Preparing for Learning
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SUB THEME:
100
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify the letter “G”, “g”?
- write the letter “G”, “g”?
- point out several words beginning with the letter “G”, “g”?
- work with other children willingly on a group project?
INVOLVING PARENTS
Ask parents to
- look for words that begin with the letter “G”, “g” on signs in the
environment and point them out to children; help the children to practise the /g/ sound
- come in as resource persons to talk with children about the jobs
they do
- take their children to community sporting activities, e.g. football or cricket games, community fairs, church concerts, and others; play similar games with them
- cut out pictures of community workers from local newspapers for children to use in “Show and Tell”
- invite non traditional workers to visit the children, e.g. female
fire fighter, female police officer or male nurse
4–YEAR–OLDS
Term 3
THEME:
THEME:
PEOPLE
PEOPLEININOUR
OURCOMMUNITY
COMMUNITY
CONCEPTS AND CONTENT
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SUGGESTED LEARNING ACTIVITIES
Market vendors play an important role in the community; we must respect them for the work they do
The market vendor can be either male or female
They sell a variety of food stuff such as fruits, vegetables, ground provisions, in the market or on the street corner
Market vendors have their own special stalls to display their goods, some stalls are very colourful
Market vendors often wear aprons with pockets to keep their money
The market vendor usually has a pencil and paper to add up the bills and make correct change
The market vendor always has a scale to weigh her or his goods, the scale shows the weight of the goods
FOUR–YEAR–OLDS
|
Suggested Duration:
2 Weeks
SUB THEME:
SUB THEME:
The Market
The Market
Vendor
Vendor
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
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male
female
ground provisions
vendors
apron
pockets
customer
weigh
money
change
go on a field trip to the market
sing songs, say poems, jingles, finger plays about the market and community, e.g. song “Who are the People in your Neighbourhood?”
look at pictures, books, posters of market scenes and make up own stories about what is happening using “once upon
a time…”
make a “play” market stall from large wooden boxes/
crates; dress up and take turns role-playing being male
and female market vendor and customer; exchange play money for goods
interact with real vendors invited to their school; create and send Thank You cards to the vendors who visited
identify and name many colours
identify, name and write labels for items used by the vendor, e.g. pencil, paper, money, apron, head scarves and baskets
identify and label items sold by vendors, e.g. yam
write shopping list with practitioner’s help and/or select from picture or sight-word bin
experiment with a real scale and a“play” scale and discuss the difference in weight of objects
participate in dancing to music: “Carry Me Ackee go a Linstead Market”
People In Our Community
101
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
PRACTITIONER STRATEGIES
Collect a variety of songs, poems, finger plays, jingles and books about market vendors and market scenes
Prepare a Market Vendor Corner with relevant props, e.g. scarves, aprons, scales, money, pencils, paper, baskets and food items (real, papier mâché, plastic)
Prepare a container with relevant, simple sight-words
Write letter inviting vendors to visit the school compound Discuss field trip with parents beforehand and get signed consent forms
Communicate to parents what both of these kinds of visit entail
Interacting with and Supporting Children
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Give each child adequate time to communicate what he or she wishes to purchase, adequate time to interact and ask questions and have them answered
Give assistance to children experiencing difficulties in selecting items for purchase
Arrange groups of children with mixed abilities; different learning styles
Assign a ‘peer buddy’ to less competent children
Help children to amicably resolve differences as they work in groups
Display children’s written stories in the classroom or library with their names identified
Encourage children to practise letter formation
FOUR–YEAR–OLDS
|
People In Our Community
The Market Vendor
LOOK, LISTEN, NOTE
Preparing for Learning
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SUB THEME:
102
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- share own story about going to market or buying from a vendor?
- name some colours seen at the market stall?
- demonstrate the role of the vendor and customer during role-play?
- name and label some items used by the market vendor?
- name items for a short shopping list?
- engage in role-play activities?
- participate willingly in market scene activities using plays, jingles, songs and dance?
- cooperate with others during group tasks?
INVOLVING PARENTS
Ask parents to
- play the role of vendor
- provide shopping baskets (with emphasis on recycling and using environmentally friendly materials)
- provide money for purchasing goods
- provide assistance and support for practitioner and students when
the vendors visit
- accompany practitioners and children on field trip to the market
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
CONCEPTS AND CONTENT
SUB THEME:
The Market Vendor
SUGGESTED LEARNING ACTIVITIES
Children will engage in a wide range of activities in which
they can
›
›
›
›
›
›
›
Food items which are sold have different weights,
e.g. light and heavy
Some items such as yams, sugar cane have different lengths, e.g. long and short
Some items have to be counted to be sold, e.g. 3
mangoes, 12 oranges (12 oranges = one dozen oranges)
Some items are sold by their weight, e.g. 1 kilogram,
2 kilograms
Some items are kept on ice in an ice box or freezer to keep them cool
Some items are displayed on the ground in the open, e.g. yam, potatoes and breadfruits
The word yam begins with the /y/ sound. The /y/ sound is represented by the letter “Y” “y”; the capital letter is
written “Y” and the common letter is written “y”
FOUR–YEAR–OLDS
|
›
›
›
›
›
›
›
›
›
have various practical experiences of quantity, e.g. many, few, more, less
weigh different amounts of items in a standard scale and see which is heavy or light; judge weight of different
quantities by hand and describe using terms heavy
and light
be introduced to the terms kilogram, gram
count items using terms, e.g. half-a-dozen for 6, one
dozen for 12
compare items which they purchased, who has more than or less than a particular item
help to make a pictograph to record how many children bought carrots, pumpkin, yam, etc.
talk about use of ice and cold storage places, e.g. an ice
box or freezer to preserve some foods such as fish, ice
cream, vegetables
listen to and identify the /y/ sound, practise forming the letter “Y” “y” in different ways, e.g. in sand, using crayons, pencils; say rhymes, jingles; tell short stories using initial “Y” “y” words such as yoghurt, yes, yummy, yellow, yo-yo, yard, Yasmin
experiment with leaving food in the sun or in a dark place and observe what happens over time; discuss why
People In Our Community
103
VOCABULARY
(Not to be used as a
list for spelling)
weight
light
heavy
long
short
half-a-dozen
dozen
stall
kilogram
gram
respect
few
more
less
short
yam
potatoes
breadfruit
freezer
yogurt
yummy
yo-yo
Yasmin
yam
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
PRACTITIONER STRATEGIES
Provide
- a standard scale as well as hand-made balance scales
- a variety of items children can weigh in different quantities; cards with “weight” and “quantity” words, e.g. more, less and heavy
- items for counting and forming sets; e.g. a set of 6 objects which is called half-dozen; a set of 12 objects which is called one dozen
- real and/or play food items; ice box with ice
- materials for making Thank You cards
Interacting with and Supporting Children
Give encouragement and extra support to children who are shy to interact with visitors (the vendors)
Observe and compliment children for their efforts and encourage their peers to do likewise
Encourage children to speak freely; have students volunteer to say “thank you” to visiting market vendors
Encourage children to think critically through questions, e.g. Why do you think vendors keep some of their goods on ice and in cool places like a fridge?
Accept all their answers as a good effort
FOUR–YEAR–OLDS
|
People In Our Community
The Market Vendor
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
SUB THEME:
104
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- use “weight” and “quantity” words appropriately in their interaction with weighing objects?
- count 6 objects and use the term “half-dozen”?
- count 12 objects and use the term “one dozen”?
- tell that ice feels cold?
- name at least three food items that must be kept cold to
preserve them?
- recognize and make the initial /y/ sound?
- identify the letter “Y” “y” and words beginning with “Y” “y” ?
- form upper and lower case “Y” “y”?
- make Thank You cards?
- participate willingly in role-play activities?
INVOLVING PARENTS
Encourage parents to
- reinforce concepts of quantity at home by allowing children to use balance scales (hand-made and real) to weigh and count many objects indoors and outdoors; help to make balance scales
- help children to repeatedly use “weight” and “quantity” words, e.g. light, heavy, long, short, half-a-dozen, one dozen
- help children identify “Y” “y” words in the environment, in
newspapers, in books
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
›
›
The Farmer
SUGGESTED LEARNING ACTIVITIES
A farmer can be male or female
A farmer can be young or old
Farmers provide our communities with different kinds of food that keep us healthy and strong
Some farmers plant many crops such as; yam, plantains, zucchini, tomatoes
Some farmers plant only one crop such as watermelons
or tomatoes
Some farmers rear many animals such as pigs, cows, sheep, goats, chickens, ducks and rabbits
Some farmers rear only one type of animal, e.g. chickens or fish or goats or cows
Some farmers live on their farms with their families
Farmers provide employment for other persons in the community
Farmers wear clothing such as jeans, khaki overalls,
water boots and straw hats
FOUR–YEAR–OLDS
SUB THEME:
|
Suggested Duration:
1 Week
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
›
farmer
farm
crops
pigs
goats
chickens
ducks
rabbits
boots
overalls
khaki
zucchini
plantains
tomatoes
rough
smooth
silky
sheep
first
middle
last
high
low
listen to stories, sing songs about farmers and farmyards
look at farmyard scenes from Big Books and/or DVDs and talk about farms and their experiences with farm animals
clap or stomp to the rhythm of the “Farmer in the Dell”; create own dance movements by imitating movements of farm animals (hopping, running, flying, crawling, etc.); follow a pattern such as hop, run, jump; participate in a “sound collage”
create a farm number book by cutting or tearing out pictures from old magazines and labelling, e.g. 1 cat; 2 sheep; 3 dogs up to 10
play picture bingo games to identify farm crops and farm animals
construct a farm with the use of assorted boxes and textured material; identify the different textures; rough, smooth, silky, etc.
name and make models of animals and farm crops out
of playdough
indicate the position of animals by circling the one in the first place, middle place, last place, etc.
use pictograph to indicate which farmer has more or less cows, goats or chickens on his farm
colour, count and record on bar graph the number of sheep, donkeys, etc.
listen to and distinguish between high-pitched and
low-pitched animal sounds
engage in pretend-play being a farmer; dress up in clothes and hats like the farmer; use tools that the farmer uses,
e.g. fork and shovel, made from thick cardboard or plywood
People In Our Community
105
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
PRACTITIONER STRATEGIES
› Provide
- props and dress-up clothes for pretend play
- relevant story books, Big Books, DVDs, pictures and videos about farms and farmers
- a variety of materials; boxes of various sizes and shapes for children to make models of farms; cardboard or plywood to make
farm tools
- bingo cards, magazines, newspaper, playdough
Do adequate research on topic
Display samples of foods the farmer produces
Encourage children to write in their journals and accept their invented (phonetic) spellings
Allow children to talk freely to each other in peer groups about their experiences
Facilitate open-ended questions and allow adequate response time
Encourage children to learn and use new words
FOUR–YEAR–OLDS
|
People In Our Community
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- recognize and name animals?
- identify positions first, middle, last?
- demonstrate knowledge of concepts more than/less than?
- distinguish between high and low pitched sounds?
- maintain balance while hopping, jumping etc?
- use plurals, e.g. two goats, three cats
INVOLVING PARENTS
Interacting with and Supporting Children
›
›
›
›
The Farmer
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
SUB THEME:
106
Ask parents to
- provide magazines and pictures about farms
- help to make farm tools from thick cardboard or plywood
- help source additional materials, e.g. dress-up clothes
- act as resource persons
- reinforce what children are learning by taking them on outings
to a farm
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
CONCEPTS AND CONTENT
›
›
›
›
›
›
The Farmer
SUGGESTED LEARNING ACTIVITIES
The words zig-zag and zucchini begin with the /z/ sound which is represented by the letter “Z” “z”; the capital
letter is written “Z” and the common letter is written “z”
The farmer uses many tools and machinery on the farm such as cutlass, hoe, shovel, scale, tractor
Farmers help to take care of their environment when they recycle materials such as using egg boxes for sowing seeds
Farmers can make compost heaps by adding the skins and other parts of fruits, vegetables and foods to a hole dug in the ground
A compost heap can be maintained by using a fork to turn the soil everyday
The soil from a compost heap makes plants grow very well
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
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›
›
›
›
›
›
zig-zag
zucchini
cutlass
hoe
spade
shovel
fork
scale
tractor
compost
recycle
seeds
listen to and identify the /z/ sound in riddles, stories, and songs; practise forming the letter “Z” “z” in different ways, e.g. in sand, using crayons, pencils; say rhymes, jingles, tell short stories using “Z” “z” words
on large picture cards or charts, trace curved or zig-zag pathways to take baby animals such as lambs, calves, kids and ducklings to their mothers
role-play the farmer at work, e.g. using tools appropriately
sow seeds in egg boxes and watch them grow
continue to use non-standard measurement to record the weekly growth of the seedlings
help to establish a small compost heap at school
discuss and decide what waste items can be put in the
compost and which ones should not be added to the heap
assist the practitioner to prepare a “Farmer’s Soup”; identify and talk about the ingredients from the market
that will make the soup; help to wash, cut, weigh and
measure items for the soup and add to a pot of water (practitioner will complete the cooking of the soup);
children will taste the cooked soup
People In Our Community
107
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
PRACTITIONER STRATEGIES
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
›
Provide
- materials for children to make models of farming tools
- egg boxes for sowing seeds
- charts with zig-zag pathways for children to follow direction
- items for “Farmer’s Soup”
›
›
›
›
Display samples of foods the farmer produces
Do adequate research on topic
Do research necessary to establish a compost heap
Make adequate arrangements for the classroom activities for preparing the soup ingredients and completing the cooking of the soup
Interacting with and Supporting Children
Take necessary precautions to ensure safety in the soup preparation activity, e.g. use plastic knives to cut soft vegetables; ensure that children’s hands are clean before they handle any ingredients
to be put in the soup; complete the cooking of the soup away from
the classroom
Discuss with children the basic concepts of recycling waste materials
for useful purposes, e.g. egg box used as seed boxes; compost heap for gardening soil
FOUR–YEAR–OLDS
|
People In Our Community
The Farmer
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
SUB THEME:
108
Were children able to
- identify the /z/ sound in the word zucchini?
- identify the letter “Z” “z”?
- form the letter “Z” “z”?
- trace along a dotted line?
- participate in sowing seeds in egg cartons?
- tell some items that can be put in a compost heap?
INVOLVING PARENTS
Ask parents to
- establish a small compost heap at home and work with children to maintain it
- contribute ingredients for “Farmer’s Soup”
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
CONCEPTS AND CONTENT
›
›
›
›
›
The
Fire Fire
Fighter
Fighter
SUGGESTED LEARNING ACTIVITIES
Fire fighters can be male or female; they work at the
fire station
Fire fighters extinguish fires and rescue persons and
animals that may be trapped
Fire fighters inspect buildings such as schools and other
community buildings to ensure that they are safe; they conduct fire drills and teach people about fire safety
Fire fighters must be careful and wear protective gear at all times (on the job) as their jobs can be very dangerous;
they wear helmets, coats, water boots, goggles and gloves
We must respect the fire fighters for the job they do
FOUR–YEAR–OLDS
SUB THEME:
SUB THEME:
The
|
Suggested Duration:
2 Weeks
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
fire fighter
male
female
fire station
protective gear
uniform
extinguish
fire extinguisher
fire drill
safety
buildings
community
helmets
goggles
water boots
coats
gloves
engage in picture discussion about the fire fighter
visit fire station; interview fire fighters; discuss what happened at the fire station; answer questions about the visit in full sentences using past tense; I went, I saw, I heard, etc.; write about the field trip in journals
in small groups, use boxes of various sizes and shapes to build a fire station; role-play activities of fire fighters
count, group and paste pictures of clothing and equipment used by fire fighters in a specific pattern, e.g. helmet, glove, hose and axe
participate in a fire drill demonstrating what to do in case of a fire
colour pictures of the fire fighter activities; follow a dotted pathway to take him or her to a fire or rescue operation
do finger play; “Ten Brave Fire Fighters” while standing in order of size and position; first, second, third, fourth, etc.
identify sets of different combinations of fire-fighting items on picture cards, e.g.4 hats, 6 hats, 3 hoses, 7 hoses
make a fire fighter’s hat and paste the emergency telephone number on it
do fire fighter’s work-out following a specific pattern: jump-run-jump
People In Our Community
109
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
PRACTITIONER STRATEGIES
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Prepare cut-outs and pictures for sequencing activities
Make adequate preparations for the field trip
Collect a variety of boxes and other materials to create a fire station
and to support role-play
Source correct words for poem
Prepare charts with words of songs and finger plays
Provide picture cards to support grouping and regrouping activities
Were children able to
- sequence objects to create a pattern?
- dramatize the roles of the fire fighter?
- identify sets using objects?
- speak in sentences using past tense, and Standard Jamaican English?
- interact socially with the fire fighters at the fire station?
Interacting with and Supporting Children
›
›
›
›
INVOLVING PARENTS
Observe children closely during discussion and be sensitive
to those who have had traumatic experiences with fire
Give such children reassurance about their safety
Assist children in preparing questions that they will ask fire
fighters on the field trip
Encourage children to participate in field trip activities
FOUR–YEAR–OLDS
|
The Fire Fighter
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
SUB THEME:
People In Our Community
Ask parents to
- source and read stories relating to the fire fighter
- assist children and practitioners on field trips
- talk with children about fire prevention and safety at home
110
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
›
›
The Fire Fighter
SUGGESTED LEARNING ACTIVITIES
Fire fighters wear helmets with special shields to protect their faces when fighting fires
When they are at the station, fire fighters wear striped shirt, black pants and black boots
A fire engine has a ladder, large long hose, water tank, foam and siren; fire fighters get water from fire hydrants
Fire fighters use ladders to climb up to reach tall buildings
Special tools are used by fire fighters such as an axe, sledge hammer, pickaxe, snips/jaws of life and crowbar
Fire fighters must be ready to work both night and day; they live at the fire stations when on duty
At the sound of the fire engine’s siren, other vehicles must pull over and stop to allow the fire engine to pass quickly
In case of a fire, you must dial 110 to alert fire fighters, give clear directions and then leave the building
The words fire, fighter and funnel begin with the /f/ sound
the /f/ sound is represented by the letter “F” “f”; the capital letter is written “F” and the common letter is
written “f”
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
fire engine
siren
fire hydrants
axe
sledge hammer
pickaxe
snips/jaws
life
crowbar
vehicles
outdoor
indoor
hose
ladder
telephone
water
smoke
funnel
use funnels to pour cups of water into lengths of
water hose
estimate lengths of pieces of garden hose, measure with strings and hand spans, find which two pieces are similar
in length
place related pictures, story cards in sequential order and take turns retelling stories; say what activity comes first, second, third, fourth, fifth
help to create a fire fighters’ display including samples of fire fighters clothes, shoes and tools
engage in dramatic-play about fighting fires
imitate sound of sirens; listen to and tell stories and sing related songs
review safety rules, generate own ideas of safety, e.g. not playing with matches, lit candles or burning garbage
recognize simple sight words with initial “F” “f”, e.g. four, fire and funeral on charts and picture cards
practise writing the letter “F” “f” in many ways, e.g. with
our fingers in sand, in the air, on the desk, with crayons
or pencils
sing song “London’s Burning”
People In Our Community
111
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
PRACTITIONER STRATEGIES
Provide
- story sequencing cards for children’s use
- materials for children’s use, e.g. pieces of waterhose, picture, story cards, used magazines
- CDs/DVDs with fire engine sounds
Interacting with and Supporting Children
Show interest in each child’s contribution and take the time to address his or her needs and concerns
Ensure that activities are prepared and readily available for learners who are more advanced
Reinforce children’s knowledge of safety practices
Encourage children to write in their journals and accept their invented (phonetic) spellings
Allow children to talk freely to each other in peer groups about
their experiences
Facilitate open-ended questions and allow adequate response time
Encourage children to learn and use new words
FOUR–YEAR–OLDS
|
People In Our Community
The Fire Fighter
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
›
SUB THEME:
112
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- estimate lengths of various objects?
- relate stories in sequential order?
- tell the correct emergency number to call when there is a fire?
- demonstrate social graces/pro-social skills?
- identify the letter “F” “f”?
- give at least two words in a word family?
- identify the /f/ sound
INVOLVING PARENTS
Encourage parents to
- demonstrate safety rules at home
- recall the many roles the fire fighter plays in the community
- provide materials for children to work with
- encourage the use of SJE at home
- model social graces/prosocial skills
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
CONCEPTS AND CONTENT
The Nurse
SUGGESTED LEARNING ACTIVITIES
›
›
›
A nurse is a very important person in the community and performs many tasks
A nurse works at a hospital, clinic, or doctor’s office
The nurse
- gives medications orally and by injections
- dresses cuts and sores
- checks temperatures, using a thermometer
- weighs and measures patients
- feeds and bathes patients
- listens to the heartbeat, using a stethoscope
- takes care of babies and children
›
›
›
›
Some nurses work along with specialist doctors to care for our eyes, ears, feet or teeth
People who visit the hospital or clinic for treatment are called patients
Nurses use cotton, stethoscope, thermometers, bandages, syringe and gauze
Nurses wear protective clothing/gear; such as aprons, gloves and masks
FOUR–YEAR–OLDS
SUB THEME:
|
Suggested Duration:
2 Weeks
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
thermometer
stethoscope
patient
clinic
aprons
gloves
mask
temperature
medication
medicine
bandage
cotton
syringe
gauze
hot
cold
listen to many stories; engage in picture discussion about nurses and what they do
sing songs, e.g. “Miss Polly’s Dolly was sick, sick, sick. She called for the nurse to be quick, quick, quick”; say jingles and rhymes about the nurse
respond to questions such as, “What do you think the nurse did?”, count and match numerals to the correct number of nurses/caps/uniforms, use strings to record the height of classmates; say who is tall, taller and tallest
experiment, using thermometer in hot and cold water,
discuss the changes in each case
place the required number of bandages, cotton balls, etc. in recycled containers with specific numerals
use cord, straws and small plastic cups to make
stethoscopes
dress up in nurses’ uniforms (male and female); talk about the different colours nurses wear; pretend-play caring for dolls, giving medication, injections, taking temperature
practise using the new words associated with the nurse’s duties
People In Our Community
113
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
PRACTITIONER STRATEGIES
› Provide
- stories, charts, props, toy nursing kits, clothes and items for dramatic play
- bulletin board, large pictures, small pictures, cards for various activities
- journals for children’s individual use
- materials to make nurses caps, bandages, thermometer
Use recycled containers
Prepare environment to reflect theme
Were children able to
- demonstrate the concept of one-to-one correspondence?
- count and match objects?
- identify who were tall, taller and tallest?
- match number of items to numerals?
Ask parents to
- share songs, poems, stories, jingles and rhymes about the theme
- to contribute items relevant to theme for “dress-up box”
Model behaviours you wish the children to display
Foster and promote competence in children by giving encouragement and allowing sufficient time for the completion of task
Talk with children about how nurses are helpful to others and
emphasize the importance of being helpful to each other
Be particularly encouraging and understanding of children who might have a fear of nurses
FOUR–YEAR–OLDS
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
INVOLVING PARENTS
Interacting with and Supporting Children
›
›
›
›
The Nurse
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
SUB THEME:
|
People In Our Community
114
Encourage parents to speak with their children about health and hygiene
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
›
›
›
The Nurse
SUGGESTED LEARNING ACTIVITIES
A nurse can be male or female
Nurses are trained to care for the sick
Some nurses help us to stay healthy by teaching us proper health care, nutrition and hygiene
Nurses usually assist doctors in their work
Most nurses wear white uniforms
Some public health nurses in the community clinics wear brown or blue uniforms
Many nurses work in hospitals
Nurses sometimes give injections using a special needle
Hospitals are usually found in quiet areas
The words nurse and needle begin with the /n/ sound
The /n/ sound is represented by the letter “N” “n”;
the capital letter is written “N” and the common letter
is written “n”
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
›
nurse
hospital
clinic
school
health
nutrition
hygiene
male
female
uniform
matron
scale
height chart
blood pressure
machine
injection
community
brown
needle
interact and talk with a nurse who has been invited to visit the class
observe and describe the nurse’s uniform; dress up as
male or female nurses for dramatic play activities
share stories about their experiences with nurses; draw in their journals; ask questions using SJE forms
help to build stories by adding on to a story the practitioner has started; suggest how stories will end
sequence picture cards to create and tell a story
make nurses’ caps by folding plain white paper
use prop boxes of different shapes and sizes to make a large play clinic; children will take turns playing the
different roles of the nurse, e.g. bathing babies, giving medication, making appointments and dressing cuts
play games, e.g. “Duck, Duck, Goose”, inserting the words “Doctor, Doctor, Nurse”
play “What’s missing?” games, e.g. tell what’s missing from a tray with nurses tools after practitioner removes
an item while their eyes are closed
experiment by measuring, mixing and pouring food colouring;
blue and yellow make green, etc. for the colour of some
nurses’ uniforms
use tablespoons to fill small bottles with water and tell how many spoonfuls to fill a bottle
listen to and identify the /n/ sound, practise forming the letter “N” “n” in different ways, e.g. in sand, using
crayons, pencils
People In Our Community
115
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
PRACTITIONER STRATEGIES
›
Provide
- stories, charts, props, toy nursing kits
- bulletin board, large pictures, small pictures, cards
- journals for children’s individual use
- materials to make nurses’ caps, coloured paints or food colouring, - trays, spoons, cloth for bandaging, nurses’ uniforms for dress-up
- different sized containers and small plastic bottles
›
›
›
Prepare “what’s missing” games
Prepare environment to reflect theme
Write letter inviting a nurse to visit school
Encourage shy children to take part in role-play activities
Acknowledge all efforts; use encouraging phrases/sentences such
as: “Thanks for waiting your turn”, “I appreciate your effort”,
“Well done”
Treat children and their opinions/contributions with utmost respect
Accept random strings of letters and invented phonetic spelling as children learn to write down their ideas
|
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- listen attentively and ask appropriate questions, using SJE?
- make suggestions to continue a story?
- use picture cards to sequence and create own story?
- participate in role-play activities?
- identify and write the letter “N” “n”
INVOLVING PARENTS
Interacting with and Supporting Children
FOUR–YEAR–OLDS
The Nurse
LOOK, LISTEN, NOTE
Preparing for Learning
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SUB THEME:
People In Our Community
116
Ask parents to
- ensure that they take their children to the clinic for regular check-ups and immunization, as needed
- encourage their children to talk to nurses
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
CONCEPTS AND CONTENT
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The Dentist
SUGGESTED LEARNING ACTIVITIES
A dentist is a special doctor who can be male or female
The dentist is trained to care for our teeth and gums
The dentist wears a white lab coat, safety glasses and rubber gloves
The dentist helps us to keep our teeth clean and free
from cavities
The dentist uses special equipment such as the x-ray machine to take pictures of our teeth, and instruments like the drill to clean away decayed sections of our teeth
The word dentist begins with the /d/ sound; the /d/ sound is represented by the letter “D” “d”; the capital letter is
written “D” and the common letter is written “d”
FOUR–YEAR–OLDS
SUB THEME:
|
Suggested Duration:
1 Week
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
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dentist
teeth
gums
clean
cavities
equipment
x-ray
machine
instrument
drill
dental floss
toothpaste
engage in a general discussion about the dentist; how they feel about visiting the dentist
place pictures in sequential order to show what happens in the dentist’s office
experiment by placing an egg shell in Coca-Cola over night; note colour before and after and discuss the changes; say what happens when they eat sweet things and do not brush their teeth
make own individual toothpaste by measuring 4 teaspoons baking soda, 1 teaspoon salt, 1 teaspoon water and drops
of peppermint or orange extract and make into a paste
use own toothpaste and their own personal tooth brushes to brush teeth after lunch to the song: “This is the way we brush our teeth”, making sure to brush in the correct manner and explain how the toothpaste tastes
do string painting with dental floss, spatter paintings using old toothbrushes
use old toothbrushes to do group mural
listen to and identify the /d/ sound, practise forming the letter “D” “d” in different ways, e.g. in sand, using
crayons, pencils; say rhymes, jingles, with the /d/ sound
discuss foods that keep our teeth healthy, e.g. sugar cane,
vegetables and fruits
People In Our Community
117
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
PRACTITIONER STRATEGIES
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
›
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Conduct adequate research
Prepare environment to reflect theme
Provide
- appropriate props for dramatic play
- ingredients for making toothpaste
- materials for overnight experiment
›
Sterilize used toothbrushes before children use them for painting
Were children able to
- note changes in the egg shell?
- relate a story in sequential order?
- identify letter “D” “d”?
- write letter “D” “d”?
- make the /d/ sound?
INVOLVING PARENTS
Interacting with and Supporting Children
Allow each child adequate time for self-expression
Incorporate children’s experiences into lessons
Use child-friendly stories relating to theme to help alleviate fear of the dentist
Encourage children to bring and use personal toothbrushes after
having meals at school
FOUR–YEAR–OLDS
The Dentist
LOOK, LISTEN, NOTE
Preparing for Learning
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SUB THEME:
|
People In Our Community
118
Ask parents to
- contribute materials needed for doing experiments
- frequently remind and encourage children to brush after meals
- provide their children with toothbrushes to brush teeth at school
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
CONCEPTS AND CONTENT
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The Dentist
SUGGESTED LEARNING ACTIVITIES
The dentist tells us how to care for our teeth
To care for our teeth we must
- brush after each meal
- rinse with water
- change our toothbrush every three months
- visit the dentist at least once each year
FOUR–YEAR–OLDS
SUB THEME:
|
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
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dental clinic
toothbrush
toothpaste
floss
rinse
mouthwash
sort and group toothbrushes by colour
count and tell the total number of toothbrushes as well as the number in each colour subset
after a field trip to the dentist, or visit of a dentist, tell a story about the dentist
relate own experiences of going to the dentist using SJE and speaking in sentences; create own beginnings or
endings for stories
create own dental clinic with appropriate props and take turns role-playing the dentist
use puppetry, music, jingles to help alleviate their fears of visiting the dentist
use old toothbrushes in a variety of art activities
People In Our Community
119
4–YEAR–OLDS
Term 3
THEME:
PEOPLE IN OUR COMMUNITY
PRACTITIONER STRATEGIES
Conduct adequate research
Ensure that children have sufficient materials to manipulate; provide necessary props and dress-up costumes
Properly sterilize used toothbrushes before introducing them into the classroom for art work
Interacting with and Supporting Children
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Do not assume that children are familiar with visiting the dentist or that they understand the proper way to brush their teeth
Listen to and respect children’s views
Use teachable moments
Incorporate children’s experiences in lessons
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- sort and group toothbrushes by colour?
- count and tell the number of toothbrushes in each colour subset?
- count and tell the total number of toothbrushes?
- tell how to care for the teeth?
- participate willingly in musical activities?
INVOLVING PARENTS
› Encourage parents to
- talk with their children about how to care for their teeth
- show their children the proper way to brush their teeth
- ensure that children get regular check-ups at the dentist or
dental clinic
- supply materials to enrich lesson
›
FOUR–YEAR–OLDS
|
People In Our Community
The Dentist
LOOK, LISTEN, NOTE
Preparing for Learning
›
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SUB THEME:
120
Send home a brochure/newsletter on oral hygiene
5–YEAR–OLDS
Term 1
Developmental Objectives
WELLNESS
If provided with the appropriate opportunities children will
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Continue to demonstrate greater motor coordination, self-control, agility in all previously acquired gross motor skills including marching, skipping, galloping
Continue to engage in imaginative and creative play indoors and outdoors, involving others
Continue to join in-group activities that require team effort
Demonstrate increasing mastery in gross motor skills needed in sporting activities such as football, cricket, dancing and swimming
Demonstrate increasing mastery in fine motor skills, e.g. forming letters, numbers, shapes, using scissors, completing intricate puzzles, using the
computer keyboard
Disassemble and reassemble objects; build 3-dimensional block structures
Freely choose and try out new tasks
Demonstrate increasing competence in self-help skills and chores at home and school
Tell their phone number, address and other personal information
Demonstrate strong sense of belonging and being a member of a group
Demonstrate ability to successfully enter into play situations with peers
Acknowledge the importance of having adequate rest, sleep and physical activity
Demonstrate improved judgement of space and distance in games, sports and use of equipment
Suggest ways in which accidents can be avoided
COMMUNICATION
If provided with the appropriate opportunities children will
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Create and use sentences that make statements, ask questions and show excitement
Respond to a story with discussion and questions about the characters and plot
Listen and respond to texts through a variety of media and activities
Predict and represent outcomes for stories; dramatize events in a story; enact the role of any selected character; suggest alternative versions of and
outcomes for stories
Follow complex instructions
Ask questions to seek clarification
Continue to engage in two-way conversations; take turns in a discussion, listen to a speaker without interrupting
Recall and use previous knowledge and information for problem-solving
Continue to interpret pictures, photographs, diagrams and other forms of presentation with adult assistance
FIVE–YEAR–OLDS (Developmental Objectives)
121
5–YEAR–OLDS
Term 1
Developmental Objectives
COMMUNICATION (cont’d)
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Begin to introduce, welcome and thank visitors with adult supervision
Repeat rhymes, jingles, verses, poems, etc.
Participate in choral speaking activities
Continue to show enjoyment while being read to
Continue to identify likenesses and differences in symbols, shapes, letters, words and sentences
Continue to comprehend and use complex sentences
Produce or sequence a number of pictures or creative expressions to tell a story
Engage in a variety of activities for composing creative writing and expression
Use pictures and other forms of expression to relate experiences
Share creative expressions with others and talk about own writing
Continue to effectively use phonics to “sound-out” words along with other word attack strategies
Identify some sight words
Continue to identify patterns in word families
Continue to give instructions; explain how to do or make things, e.g. recipes or directions
Reproduce oral patterns of speech with increasing complexity
Clap to the rhythm of words and phonemes (syllabication)
Correctly use plurals, pronouns and tenses; correct own grammar and language use
Identify selected initial blends
Blend phonemes (individual letter sounds) to make words
Identify and explain symptoms when they are unwell
Improvise given scenarios and retell the event in sequential order; suggest changes
VALUING CULTURE
If provided with the appropriate opportunities children will
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Demonstrate preferences for play with same gender; have best friends
Participate in sports and cultural activities of school, church and community
Become familiar with the accomplishments of Jamaican athletes, musicians and other performers
Continue to enjoy and participate in stories and songs about people and events from their own and other countries
Recognize and appreciate similarities and differences among themselves
FIVE–YEAR–OLDS (Developmental Objectives)
122
5–YEAR–OLDS
Term 1
Developmental Objectives
VALUING CULTURE (cont’d)
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Continue to understand and behave respectfully towards cultural practices and religions that are different from theirs
Respond to and show appreciation for music of different cultural and ethnic communities
Show awareness of foods, dress, festivals or celebrations of other cultures
Recognize national symbols: dress, anthem, pledge, heroes, song, flag, foods
Know and sing the National Anthem
Know and can recite the National Pledge
Observe and exhibit rules in respect of national symbols and protocols
INTELLECTUAL EMPOWERMENT
If provided with the appropriate opportunities children will
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Continue to investigate and expand knowledge about self, others and the environment
Continue to express themselves using a variety of media
Continue to apply known or new information to a new situation
Select samples of work for display and give reasons for their selection
Continue to use pictographs to represent information
Continue to classify objects and numbers into groups or sets up to 20; write numerals, read and write numbers names up to 20
Continue to use number patterns to solve problems
Count by ones (1) and twos (2) up to twenty (20)
Make sets of and bundle materials in groups of 2, 5 and 10
Continue to use drawings to show, model and solve problems
Create and write simple mathematical sentences and understand their meaning
Continue to use ordinal numbers 1st to 5th
Use symbols to show comparison (equal, less than, greater than)
Use the number line appropriately for activities that include comparing numbers, sequencing numbers, and skip counting
Combine and partition sets to solve problems
Make sets using pictures and objects up to 20
Identify and name shapes, including circle, triangle, star, square, rectangle, oval and heart, using templates for creating patterns and pictures
Classify 2-D shapes and 3-D objects
Begin to construct and interpret simple pictographs/ bar graphs related to themes and own experiences
FIVE–YEAR–OLDS (Developmental Objectives)
123
5–YEAR–OLDS
Term 1
Developmental Objectives
INTELLECTUAL EMPOWERMENT (cont’d)
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Perform addition and subtraction with regrouping
Perform addition and subtraction without renaming
Name and use days of the week and months of the year in sequence
Continue to associate events with time-related concepts, e.g. use the calendar for field trips, ice cream days, sports days, Open Day, birthday
Match time on the clock, on the hour with an event
Read dates from the calendar
Use money in role-playing activities
Recognize the value of some Jamaican coins and paper money
Use both non-standard and standard units to measure length and height of objects as well as distance
Differentiate between living and non-living things
Identify the basic needs of living things
Describe, compare and classify objects according to an increasing number of characteristics and details
Learn about various types of machines and electronic tools, e.g. cassette recorder, video recorder, television and computer, in appropriate ways
Discuss the types, forms and importance of transportation used to move people and things from one place to another
Explore a wide range of movements both independently and with others, in using space
Recall, imitate and create own simple rhythmic patterns by clapping, tapping and playing a variety of percussion instruments
Perform specific movements to musical beats; begin to create a sequence of movements in response to different stimuli, e.g. rhythmic
clapping and beating of a drum
Recognize and enjoy rhythm in songs and rhymes
Continue to use choral expression to develop memory, concentration and self-expression; participate in class/group programmes
Learn simple dances; perform dances and recite choral verses; sing songs
Participate in expressive activities and dramatic play about experiences that demonstrate honesty, fairness, acceptance, feeling left out,
trustworthiness, loyalty, obedience
Use a variety of media to draw, paint, print
Draw, paint and print to depict emotions
Use recycled materials to make costumes and props to be used in dramatic activities
Engage in activities that emphasize conservation and recycling
Be able to maintain attention and concentration for longer periods
FIVE–YEAR–OLDS (Developmental Objectives)
124
5–YEAR–OLDS
Term 1
Developmental Objectives
RESPECT FOR SELF, OTHERS AND THE ENVIRONMENT
If provided with the appropriate opportunities children will
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Show understanding of good moral judgement, e.g. that stealing and lying are wrong
Continue to respect and support individual differences and persons with different abilities
Develop team spirit through cooperative play in sports and games
Show self-respect
Establish positive relationships with other children and adults
Show sensitivity to the needs and feelings of others
Recognize and observe street safety rules
Continue to use courtesies and social graces appropriately
Continue to show appreciation for own work and that of others
Function appropriately as a member of a group – sharing, listening, taking turns, cooperating, being considerate and helpful
Demonstrate the ability to self regulate in conflict situations, articulating emotions and negotiating disputes
Continue to resolve conflicts with assistance if needed
Participate in an increasing number of activities and games with rules
Cooperate with others while participating in individual, cooperative and competitive games, sports and other activities
Display socially acceptable values and attitudes, e.g. willingness to show fairness, honesty, tolerance and trust, and to share and care
Demonstrate trust in self, authority and others
Practise social norms in appearance and expression, e.g. good hygiene, use of appropriate and polite expressions, personal grooming and dress code
RESILIENCE
If provided with the appropriate opportunities children will
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Persevere in completing tasks; exercise some patience and persist with learning challenges
Demonstrate increased awareness of safety in use of equipment and managing own self
Exercise care in the learning/school environment and playground or playfield
Call for help in an emergency or when in danger
Recall and demonstrate how to use emergency telephone numbers
Respond routinely to playground rules
Show increased awareness of natural and other disasters such as hurricanes and earthquakes and learn age-appropriate responses to these
FIVE–YEAR–OLDS (Developmental Objectives)
125
5–YEAR–OLDS
Term 1
Developmental Objectives
RESILIENCE (cont’d)
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Take appropriate measures when dealing with cuts and bruises
Respond appropriately to minor accidents in their environment
Deal with their emotions calmly, using the appropriate terms and without demonstrating negative behaviours
FIVE–YEAR–OLDS (Developmental Objectives)
126
5–YEAR–OLDS
Term
Term 1
1
THEME:
THEME:
OUR
OUR
COUNTRY
COUNTRY
JAMAICA
JAMAICA
– OUR
– OUR
PEOPLE
PEOPLE
SUB THEME:
SUB THEME:
Out of Out
ManyofOne
Many
People
One
CONCEPTS AND CONTENT
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A long time ago many people came from different countries to live here in Jamaica; they came from countries in Africa, from India, China, Spain, England and other countries
The different groups of people who came to Jamaica from Asia, Africa and Europe, brought their language, religion, dress, food, music and dance
Every country has a heritage; heritage means those things such as our culture and practices that have been passed down from previous generations
Jamaica has many symbols that remind us of our heritage
The Coat of Arms has the Jamaican Motto ‘Out of Many, One People’; this shows that our people who came from Asia, Africa and Europe and live in Jamaica are all one
All people born in Jamaica are Jamaicans
Jamaicans celebrate our nation’s Independence Day on August 6
Independence means that a country has its own leaders who make decisions about the country and its people
FIVE–YEAR–OLDS
|
SUGGESTED LEARNING ACTIVITIES
Suggested Duration:
People
1 Week
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
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heritage
Jamaica
Jamaican
Africa
India
China
Spain
England
motto
symbol
anthem
pledge
Our Country Jamaica - Our People
view video clips, DVDs and pictures of Jamaican scenery and people; talk about Jamaica and Jamaicans; talk about their own family heritage
review the Alphabet song and review letter names
listen to stories about our Jamaican heritage, e.g. Miss
Lou tales
observe pictures of the different races of people that live in Jamaica
examine, count and tell how many persons from the various ethnic groups can be seen in the picture
participate in Jamaican ring games
identify the Jamaican flag from among others
do movements or dance to a medley of Jamaican, African, European, Chinese and Indian folk music
learn and repeat the Jamaican National Pledge, the Jamaican Motto and the Jamaican National Anthem
127
SIGHT WORDS
Jamaica
out
of
many
5–YEAR–OLDS
Term 1
THEME: OUR
COUNTRY JAMAICA – OUR PEOPLE
PRACTITIONER STRATEGIES
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Provide large pictures, video clips, DVDs of Jamaican scenes
and people
Source Jamaican folktales, stories, songs
Source tapes, CDs of Jamaican, European, Chinese, African and
Indian music
Source the national symbols, e.g. flag, pledge, anthem and motto
Provide a dress-up box with clothing and items representing
Chinese, Indian, Jamaican, European and African cultures
Were children able to
- show interest in participating in class discussions?
- participate in music and movement activities?
- work sociably with peers?
- sing the alphabet song in correct sequence?
- demonstrate a knowledge of the Jamaican Anthem and Pledge?
INVOLVING PARENTS
Interacting with and Supporting Children
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Provide many activities that can help children to feel comfortable and settle into school life
Begin to develop a positive relationship with children and their
families by learning and using their names
FIVE–YEAR–OLDS
|
Our Country Jamaica - Our People
Out of Many One People
LOOK, LISTEN, NOTE
Preparing for Learning
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SUB THEME:
128
Ask parents to talk with their children about the different races of people who
live in Jamaica
5–YEAR–OLDS
Term
Term 1
1
THEME:
THEME:
OUR
OUR
COUNTRY
COUNTRY
JAMAICA
JAMAICA
– OUR
– OUR
PEOPLE
PEOPLE
SUB
THEME:
SUB THEME:
Our People
Our People
from Africa
from
CONCEPTS AND CONTENT
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Africa is a continent; Africa is made up of many countries such as Tanzania, Nigeria, Ethiopia and South Africa
Most Jamaicans’ ancestors came from the west part
of Africa
Most Africans have dark skin, full lips and kinky or tightly curled hair
Many Jamaicans are a mix of African and another race, and so we have many different shades of skin colour
Some Jamaicans of African heritage have very fair skin and some have very dark skin
All our different skin colours are beautiful
We should protect and care for our skin
Too much sun can damage the skin
The /t/ sound is found in the words Tanzania, west and heritage; the /t/ sound is represented by the letter “T” “t”; the capital letter is written “T”, and the common letter is written “t”
FIVE–YEAR–OLDS
|
SUGGESTED LEARNING ACTIVITIES
Suggested Duration:
Africa
3 Weeks
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
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continent
Tanzania
Africa
west
heritage
kinky
fair
dark
most
Africans
full
Our Country Jamaica - Our People
look at world map and recognize Africa and its location
discuss the size and shape of the African continent
colour an outline of the African continent and write a sentence about Africa
fit together a puzzle of the African continent
view video clips or DVDs of African people portrayed in a positive light and talk about the features of the
African people seen
in pairs or small groups, talk about and identify similarities and differences among their own features; compare the skin colour of their arms and identify skin tones from fairest to darkest; practise SJE speech patterns, e.g. “I have dark skin” or “I have fair skin”
look at various colour charts and identify light and dark colours
talk about the importance of protecting and caring for their skin
create short songs and poems in relation to the discussion
learn to sing the song: “God made me special”
Compare the Jamaican flag to flags from other countries in
Africa, which ones have similar colours, diagonal lines, etc.
listen to and identify the /t/ sounds in initial, medial and ending positions
practise reading and writing words and sentences that have the letter “T” “t”
129
SIGHT WORDS
Jamaica
Africa
of
the
out
many
to
(Students’ first names)
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
PRACTITIONER STRATEGIES
Source large maps (chart and globe) of the world
Prepare puzzles of 15 to 20 pieces with no more than one centre piece, from the outlines of the shape of the African continent
Begin to create a word wall with sight words
Source charts, DVDs, photos, etc. of African people portrayed in a positive light, e.g. athletes performing, Africans in their own countries or communities
Begin to create or add to a classroom library; include literature on Africa and Africans
Interacting with and Supporting Children
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Reinforce the idea that people of all races are beautiful and we must show respect and appreciation for the differences in our appearances
Continue to reinforce concepts about healthy living, taking pride in and caring for our skin and our bodies
FIVE–YEAR–OLDS
|
Our Country Jamaica - Our People
People from Africa
LOOK, LISTEN, NOTE
Preparing for Learning
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SUB THEME: Our
130
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify Africa on the world map?
- provide at least one statement using SJE?
- identify at least one harmful action that damages the skin?
- identify the /t/ sound in the initial, medial and ending positions?
INVOLVING PARENTS
› Encourage parents to
- speak positively to thier children about their physical features
- avoid scolding children by making negative comments about their physical features, e.g. colour, hair
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Ask family members, who have a close connection to their African roots, to come and speak to the children
Ask families to bring in African artifacts and explain their relevance
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
CONCEPTS AND CONTENT
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Africans wear clothes made from very beautiful fabric
African clothes are made in different styles
Some African women wear long, printed dresses with matching head wraps; many men wear long robes and loose pants
Some African women wear their hair in very creative styles
They braid, plait and bead their hair in many beautiful ways
Many Jamaicans braid, plait and bead their hair
Beads can be made from many different kinds of materials that have many different colours
We can use beads for counting and for making different patterns
The /f/ sound is found in the words Africa, fabric and leaf;
the /f/ sound is represented by the letter “F” “f”; the capital letter is written “F”, and the common letter is
written “f”
Africans taught us how to weave and make beautiful craft items such as straw baskets, scarves and hats; beads are used to make jewellery
FIVE–YEAR–OLDS
|
SUB THEME: Our
People from Africa
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
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fabric
tie-dye
braid
bead
plait
robe
pattern
creative
Africa
leaf
Our Country Jamaica - Our People
examine pictures of people dressed in African styled clothing; talk about the colours, length and pattern
create artwork from pieces of African fabric, e.g. creating a quilt; place samples of artwork in a theme-related scrap book
sort and match pieces of African fabrics
dress up in African costumes for role-play
participate in tie-dyeing activity; assist in taking photographs of the steps in the tie-dyeing process
use mounted tie-dyed pictures in sequencing activities
observe and talk about the types of hairstyles of children in the classroom; try to plait and twist dolls’ hair or stocking strips
sort and classify beads according to colour and shape
make necklaces using colour patterns, e.g. 5 yellow, 5 white and 5 blue, and repeat the sequence; using non-
standard units, measure and compare different lengths of necklaces made in the class
listen to and identify the /f/ sound in initial, medial and ending positions
practise reading and writing words and sentences that have the letter “F” “f”
131
SIGHT WORDS
Africa
out
many
of
the
to
(Students’ first names)
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
PRACTITIONER STRATEGIES
Source pictures of Africans and African clothing; collect samples of a variety of African fabric
Cut and mount onto cardboard, small squares of various fabrics for matching and sorting
Provide items and small equipment for use in tie-dye activity
Provide a variety of beads for sorting and making necklaces
Provide dolls for hair plaiting, also provide stocking strips made from old stockings for plaiting and twisting
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- participate in class discussions?
- sequence photographs showing stages of tie-dye?
- twist or plait stocking strips or dolls’ hair?
- sort beads and other items in appropriate groups?
- measure with non-standard units?
Interacting with and Supporting Children
›
›
›
›
›
INVOLVING PARENTS
Encourage children’s independence in creating their own items
and demonstrating self-help skills
Praise children’s efforts and time spent on task rather than what they actually produce
Display children’s work with their names visible
Encourage children to think critically and creatively about why things happened, e.g. Why do you think the water changed colour? What if we used a crayon in the water instead?
Pay special attention to safety of children, e.g. when using small beads, or hot water in the tie-dye process
FIVE–YEAR–OLDS
|
Our Country Jamaica - Our People
People from Africa
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
SUB THEME: Our
132
-
-
-
Ask parents to bring in clothing, including African fabric, and accessories, e.g. string and beads, to contribute to the Dress-up Corner
Invite parents to participate in setting up a display or Interest Corner with African items
Ask family members with access to the Internet to print colour pictures of African dress, jewellery, etc.
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
›
Africans use things found in nature to make beautiful art
They use beads and straw to make beautiful craft items such as baskets, mats, hats and jewellery
Many of our folk songs and dances came from Africa
The music of Africa and Jamaica is very lively and makes use of drums
The music of drums makes us feel like dancing
We can recycle used things such as large cans and plastic bottles to make our own drums
Recycle means that we use things that are usually thrown away to make useful items
Reggae music, mento, bruckins and jonkanoo are forms
of Jamaican entertainment that come from our African heritage
The /b/ sound is found in the words bead and fabric; the /b/ sound is represented by the letter “B” “b”; the capital letter is written “B”, and the common letter is written “b”
FIVE–YEAR–OLDS
|
SUB THEME: Our
People from Africa
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
recycle
reggae
music
jonkanoo
bruckins
mento
bead
fabric
Anansi
maracas
shakers
Our Country Jamaica - Our People
examine a variety of woven items, e.g. hand fans, hats, mats and baskets; talk about the differences observed
create simple craft items using paper, coconut leaves, banana leaves, etc.
learn the song ‘Kumbya’; describe how they feel when they listen to that song; clap, tap to the number of
syllables in the words of the song, e.g. Kum-by-a
listen to and make up their own dance to African rhythms
make and decorate drums and other percussion instruments, such as tambourines, maracas or shakers, using recycled items
sequence drums of varying sizes, from the smallest to
the largest
listen to Anansi stories, talk about the lesson they learn from each story
particiapte in food experiences, e.g. Anansi and the melon – taste different types of melon, graph the favouirte, discuss colour and taste, etc.
write in their journals about their favourite part of the Anansi story
listen to and identify the /b/ sounds in initial, medial and ending positions
practise writing words and sentences that have the letter “B” “b”, in free writing activities
133
SIGHT WORDS
Jamaica
Africa
out
of
many
the
country
to
(Students’ first names)
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
PRACTITIONER STRATEGIES
Add a number of woven items to the Interest Corner
Provide pictures or artifacts of African art
Collect a variety of Jamaican songs and dances that originated
in Africa
Collect containers that children can recycle to make drums, maracas and tambourines
Prepare props for use in dramatizing Anansi stories, folk songs and poems; research at least one Anansi story, and memorize for retelling
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- complete a simple weaving activity?
- clap to the number of syllables in the words of a song?
- arrange drums in sizes from smallest to largest?
- discuss what “recycle” means?
- participate in dances?
- make statements in SJE?
- identify the /b/ sound in initial, medial, final positions?
Interacting with and Supporting Children
›
›
›
›
›
INVOLVING PARENTS
Encourage children to think creatively about how items can be
re-used rather than being thrown away
Avoid doing too much for the children; encourage them to work independently on the activities as much as they are able
Allow children to listen to music and create their own dances; encourage them to express themselves freely and creatively
Emphasize the moral lessons to be learned from the Anansi stories
Accept phonetic spelling in journals
FIVE–YEAR–OLDS
|
Our Country Jamaica - Our People
People from Africa
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
SUB THEME: Our
134
›
›
Invite those parents who are willing and able, to come to the school to play the drum for the children
Ask parents to assist in sourcing video tapes of musicians and dancers performing traditional Jamaican folk songs
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
Some of our Jamaican plants and food came from Africa, e.g. yam, ackee, okra, tamarind
Some foods like yam, ackee and okra must be cooked before eating; not all foods can be eaten raw
Yam is a popular food in Jamaica; it can be boiled, baked, or roasted for eating
Jerking is another way of cooking meat that we inherited from the Africans
Africans use cornmeal to prepare many of their dishes
In Jamaica we use cornmeal to make puddings, dumplings, porridge and turn-cornmeal
Dukunoo is an African dish made from cornmeal; it is cooked wrapped in banana leaves; it is still eaten in Jamaica today
The /m/ sound is found in the words meat, tamarind and yam; the /m/ sound is represented by the letter “M” “m”; the capital letter is written “M”, and the common letter is written “m”
FIVE–YEAR–OLDS
|
SUB THEME: Our
People from Africa
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
tamarind
ackee
okra
boil
roast
pudding
dumpling
yam
meat
cornmeal
dukunoo
Our Country Jamaica - Our People
examine real plants and foods that came from Africa to Jamaica
listen to stories behind how the fruits came to Jamaica, e.g. Captain Bligh takes ackee to the Royal Botanical Garden in Kew, England, then to Jamaica
talk about the ackee and how it must be prepared since improperly prepared ackee can make you sick
talk about plants and foods that are used as medicine
examine real tamarinds if available; compare the texture of the outer coat with the inside; identify and observe the taste of the fruits; count the seeds; use them in art collages
examine and taste yam cooked in different ways; help to prepare a graph of children’s preferences for eating yam; weigh and measure pieces of yam
make playdough dumplings; sequence pictures of stages in cooking dumplings; identify and use various units of measurement in making dumplings; make and count dumplings and tell how many they have made
listen to a parent or resource person do a presentation on how to make ‘dukunoo’
taste the cooked dukunoo
listen to and identify the /m/ sound in initial, medial and ending positions
practise reading and writing words and sentences that have the letter “M” “m”
135
SIGHT WORDS
Jamaica
Africa
out
of
many
the
country
(Students’ first names)
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
PRACTITIONER STRATEGIES
Display samples of yam, ackee, okra, tamarind for children to examine
Prepare samples of cooked yam dishes and tamarind balls for tasting
Prepare items that are canned, cooked, frozen and discuss properties; graph results
Provide camera to take pictures for sequencing activities
Provide stages of development of the growing plants to be placed
in order
Provide playdough
Interacting with and Supporting Children
›
›
›
Reinforce the concept that food must be washed and cooked properly, if necessary, before it is eaten
Ask children question that will enhance their critical thinking skills, e.g. “What do you think will happen if…?” or “What do you think caused this?”
Encourage children to try out new foods, e.g. dukunoo
FIVE–YEAR–OLDS
|
Our Country Jamaica - Our People
People from Africa
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
SUB THEME: Our
136
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify food items that are eaten cooked and raw?
- correctly sequence pictures of a cooking process?
- identify at least two ways of cooking food, e.g. boil, bake, roast?
- identify the /m/ sound in initial, medial and final positions?
INVOLVING PARENTS
› Ask parents to
- contribute Jamaican and other foods associated with the theme
- take the children to a local market to identify and purchase foods to bring back to the institution and prepare
›
›
›
Encourage parents to talk with their children frequently about the foods they see around them, e.g. naming vegetables, fruits; identifying them as part of our Jamaican African heritage
Encourage parents to allow children to participate in simple meal preparation tasks
Invite parent or resource person to do presentation on making dukunoo
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
CONCEPTS AND CONTENT
›
›
›
›
Africans speak many different languages. Jamaicans speak two languages, patois (creole) and Standard Jamaican English (SJE); some words used in creole sound like African words, e.g. yabba, nyam, dukunoo, katta
The yabba is a large mixing bowl used by Africans; some Jamaicans still use yabbas to make cakes at Christmas; we can also knead dumplings in yabbas
We can count the number of dumplings we make in a yabba; we can add dumplings to the yabba; we can take dumplings away from the yabba until there are no more
left; when there are no more left, we have zero (0) dumplings in the yabba; the symbol for zero is 0
The short /a/ sound is found in the words Africa, yabba and katta; the /a/ sound is represented by the letter “A” “a”; the capital letter is written “A”, and the common letter is written “a”
FIVE–YEAR–OLDS
|
SUB THEME: Our
People from Africa
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
yabba
katta
knead
Africa
nyam
Our Country Jamaica - Our People
listen to Louise Bennett poems and have fun learning to recite them
work in groups to make, paint and decorate yabbas using playdough or clay
engage in singing songs, e.g. “Ten Round Dumplings Sitting in the Bowl”
practise adding and subtracting by one
sing the song, Kumbya, in patois and then in SJE
listen to and identify the /a/ sound in initial, medial and final positions
practise reading and writing words and sentences that have the letter “A” “a”
137
SIGHT WORDS
Jamaica
Africa
out
of
many
the
country
(Students’ first names)
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
PRACTITIONER STRATEGIES
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Source Louise Bennett poems for use
Prepare for reading poems
Provide tapes of Africans speaking in their native language
Provide materials for making yabbas
Were children able to
- work cooperatively on the group project?
- add and subtract items by 1?
- demonstrate understanding of the concept of zero?
- identify the /a/ sound in the initial, medial, and final position?
Interacting with and Supporting Children
›
›
Reinforce the concept that patois and SJE are different languages that we speak in Jamaica; it is important that we learn both and where and when to use them
Use positive terms to describe our rich African heritage
FIVE–YEAR–OLDS
|
Our Country Jamaica - Our People
People from Africa
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
SUB THEME: Our
138
INVOLVING PARENTS
›
›
Encourage parents to take children to a museum, e.g. the Institute of Jamaica or an art gallery
Assist in setting up a display of yabbas and other artwork made by
the children
5–YEAR–OLDS
Term 1
Suggested Duration:
1 Week
THEME:
THEME:
OUR
OUR
COUNTRY
COUNTRY
JAMAICA
JAMAICA
– OUR
– OUR
PEOPLE
PEOPLE
SUB
SUB
THEME:
THEME:
OurOur
People
People
from from
India India
CONCEPTS AND CONTENT
›
›
›
›
›
›
People who come from India are called Indians; many Indians live in Jamaica today; they have straight, black hair and may be of fair or dark complexion
Many Indian names in Jamaica end with the sounds Singh, e.g. Jadusingh, Boorasingh, Badusingh,
Narinesingh
We use capital letters at the beginning of the names of people and places
The short /i/ sound is found in the words India, Singh and
Divali; the /i/ sound is represented by the letter “I” “i”;
the capital letter is written “I”, and the common letter is written “i”
Words that have the same ending sounds are called rhyming words, e.g. “nice, rice, mice” or “mat, fat, sat”
Jamaican Indians work in different places in many different jobs in large business places, schools,
universities and hospitals; many of them work on sugar estates or have jewellery and clothing stores
FIVE–YEAR–OLDS
|
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
Jamaica
India
Indians
rhyming
Divali
Our Country Jamaica - Our People
examine and find India on a large map of the world; identify and write the name ‘India’ on an outline of the Asian continent; colour the country of India
experiment with mixing colours during colouring activities
make an illustrated journal entry; date and label their
work with their names paying attention to size and space of letters
listen to and identify the short /i/ sound in initial, medial and final positions; practise reading and writing words and sentences that have the letter “i”
do a word search around the class, for words that contain the letter “i” and identify whether the /i/ sound is at the beginning, middle or end of the words found
interact with a resource person of Indian descent; question him or her about Indian culture
say other Indian names they know; identify beginning consonant sounds in the names identified; clap and count the number of beats or syllables in different Indian names
139
SIGHT WORDS
Jamaica
India
I
am
my
name
(Students’ last names)
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
PRACTITIONER STRATEGIES
Set up room to reflect the sub theme
Visit or contact the Institute of Jamaica, libraries, museums, early childhood resource centres, etc. for information and resources related to the sub theme
Prepare a collection of charts, posters, pictures and photographs of India and Indians
Have access to a large map of the world
Prepare an outline of Asia with India clearly depicted
Prepare flash cards with the names of countries and persons along with words likely to result from theme
Invite Indian resource persons
Interacting with and Supporting Children
›
›
›
Allow children to develop an interest in participating in discussions, paying particular attention to listening to each other and sharing their own views, opinions and preferences with others
Encourage children to use Standard Jamaican English (SJE) as much as possible but do not inhibit their desire to speak and share their thoughts and experiences
Make correct letter sounds for children to hear and to produce
FIVE–YEAR–OLDS
|
Our Country Jamaica - Our People
People from India
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
›
SUB THEME: Our
140
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify and recognize words beginning with each letter sound
revised?
- write names with capital letters?
- write words paying attention to size and spacing?
- experiment with colours?
- clap and count the number of syllables in names?
- identify and suggest rhyming words?
INVOLVING PARENTS
Ask parents to
- identify and invite resource persons from the Indian community to visit with children at school
- collect pictures of and objects from India to put in the display area
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
Curry and roti are Indian dishes that are very popular in Jamaica
Some favourite curried dishes in Jamaica are curried goat, curried chicken, curried shrimp, curried vegetables
Indian curried dishes are often spicy and peppery; curried dishes are good when eaten with roti, a special Indian bread
The roti is flat and round and is made from flour dough
Sometimes Indians in Jamaica wear special clothes at special events like Divali celebrations and weddings
Divali is a Festival of Lights that Indians celebrate; it occurs between mid October and mid November; many bright lights are used to decorate homes and communities during Divali
Some Indian women wear saris; these are long lengths of cloth that they wrap around themselves like a dress; saris have many different colours and textures and are made of different materials, e.g. cotton and silk
Traditional dress for Indian men is a tunic called a kurta along with pants called the dhoti
FIVE–YEAR–OLDS
|
SUB THEME: Our
People from India
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
curry
spicy
peppery
goat
roti
Divali
sari
kurta
dhoti
pork
mutton
beef
Our Country Jamaica - Our People
examine and describe curry powder – its colour and smell; experiment with mixing curry coloured powder paint; use for blob painting activity
name different kinds of meat and tell which animal provides it, e.g. mutton (from goat or sheep), beef (from cows), pork (from pigs)
tell which meats are often prepared with curry; talk about their favourite curried dish
observe a real roti and guess what ingredients it is made from; taste a roti; compare and contrast the roti to other familiar foods prepared with dough, e.g. bread, fried dumpling (Johnny cake); identify the ingredients and record the steps for making dough; feel and describe the changing texture of flour in its different forms (dry, mixed with liquid, cooked)
look at pictures of traditional Indian clothing; use real clothing in dress-up box, if available
examine and manipulate samples of materials used to make Indian clothing; compare textures such as silk and cotton, and range of colours
learn the family fact for 10; for example: I have 4 rotis, how many more do I need to make 10 rotis
141
SIGHT WORDS
Jamaica
India
I
am
my
name
(Students’ last names)
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
PRACTITIONER STRATEGIES
Prepare a collection of spices, seasonings and curries and make
available for children’s examination (see, smell, touch) on their own
Make paint using starch and curry-coloured powder paint
Bring in rotis for the children to observe and taste
Provide a collection of clothing to add to those in the Dress-up Corner
Record Indian music
Research the cultural practices of Jamaican Indians
Confirm (check) own knowledge of and information about Jamaican Indians in order to avoid personal biases and misinformation
Interacting with and Supporting Children
›
Always ensure that children can access books and stories about different people and cultures
FIVE–YEAR–OLDS
|
Our Country Jamaica - Our People
People from India
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
›
SUB THEME: Our
142
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- give at least two numbers that add up to 10?
- demonstrate a willingness to taste the roti?
INVOLVING PARENTS
›
›
›
Invite parents, relatives and members of the community who are of Indian heritage to share their cultural practices with the children, e.g. how to make roti or demonstrate an Indian dance
Ask parents for photographs or pictures of their Indian family members and relatives
Ask parents and members of the community to assist with the collection of cultural materials and resources, e.g. clothes, music, souvenirs, food and condiments
5–YEAR–OLDS
Term 1
Suggested Duration:
THEME:
THEME:
OUR
OUR
COUNTRY
COUNTRY
JAMAICA
JAMAICA
– OUR
– OUR
PEOPLE
PEOPLE
SUB
THEME:
SUB THEME:
Our People
Our People
from Europe
from Europe
2 Weeks
CONCEPTS AND CONTENT
›
›
›
›
›
›
Europe is a continent that has many different countries such as England, Spain and France
The people who come from Europe are called Europeans
Most Europeans have very fair skin, straight hair, and thin lips; their hair colour can be blonde, black, brown or red; their eyes can be blue, brown, green or grey
The first Europeans who came to Jamaica were mainly from England and Spain
Many Jamaicans have relatives and friends who live in England
People from England speak English; people from Spain speak Spanish
FIVE–YEAR–OLDS
|
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
›
›
England
Europeans
Spain
France
Europe
Our Country Jamaica - Our People
look at a map and identify the area called Europe; identify England and Spain; examine their flags and compare them to the Jamaican flag
form the words “England” and “Spain” using letter tiles
use pencils to write the words “England” and “Spain”
compare patterns and colours of selected flags of
European countries
tear or cut coloured bits of paper to create a collage of a flag
listen to each other’s stories about families who live in England and what it is like when your relatives live away from Jamaica; sing songs of missing home, e.g. “My Bonnie Lies Over the Ocean”, “Jane and Louisa”
view scenes portraying life in England on video clips, TV, DVDs or CDs
look at pictures of magazines and talk about the physical characteristics of Europeans
participate in movement activities including dances from England, e.g. waltz, quadrille, maypole; and dances from Spain, e.g. flamenco
colour and fold pieces of cut paper to make Spanish paper fans
dress up and role-play travelling to England and Spain
share ideas about what they would like to be when they grow up; practise SJE speech patterns for past and future
tense, e.g. They came, I will be
count to 5 in Spanish; sing “Uno, dos, tres, niñitos”; say “hello” and “goodbye” in Spanish, e.g. hola and adios
143
SIGHT WORDS
hair
lips
eyes
black
brown
my
name
(Students’ full name)
5–YEAR–OLDS
Term 1
THEME: OUR
COUNTRY JAMAICA – OUR PEOPLE
PRACTITIONER STRATEGIES
Provide
- a map of the world and a sub-set map of Europe
- name-cards and flags of selected countries
- map puzzles
- paper, pencils, paints, scissors, coloured paper, crayons; songs and music from England and Spain
- costumes for dressing up and role-play
Talk with children and discuss ethnic differences; discuss the importance of respecting and accepting each other’s differences, not making fun of each other’s ethnic features, and not calling others by undesirable names, etc.
Engage children in dramatic play where they can pretend to be visitors from other countries; have conversations with children about how it feels when you visit a strange place; remind children that many of our tourists come from Europe, China, Japan, etc.
|
Our Country Jamaica - Our People
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- listen to and share a story about someone they know who lives overseas?
- participate in a simple English or Spanish folk song?
- sing songs from different countries?
- replicate the pattern of a flag using correct colours?
INVOLVING PARENTS
Interacting with and Supporting Children
FIVE–YEAR–OLDS
People from Europe
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
SUB THEME: Our
144
Encourage parents to
- visit school and allow children to make up their own questions and interview them
- allow themselves to be photographed, in their traditional dress, for making a poster of people from different countries for the classroom
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
People from England love to drink tea, they have many tea parties
At tea parties we can have tea with cookies, cakes,
sandwiches; we can also have other cold drinks
Europeans and Jamaicans eat with knife and fork; blunt knives are used for spreading, and sharp knives are used for cutting
We can use a knife to cut a sandwich in half when we divide it into two equal pieces; we need to be careful when using a knife
Ballet dancing came from Europe; to dance ballet, we must keep our bodies and necks straight, point our toes, spin and twirl; boys and girls can dance ballet
Ballet dances are usually done to classical music
Europeans and Jamaicans dress alike; they may wear pants, skirts, jackets, neckties, suits, hats, and dresses;
Europeans wear winter coats during their cold winters
The words sandwich, taste and dress have the /s/ sound; the /s/ sound is represented by the letter “S” “s”; the
capital letter is written “S”, and the common letter is
written “s”
FIVE–YEAR–OLDS
|
SUB THEME: Our
People from Europe
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
Europeans
tea
blunt
spreading
sharp
cutting
sandwich
half
whole
careful
equal
ballet
spin
twirl
straight
point
dress
alike
sweet
Our Country Jamaica - Our People
look at and discuss a picture of an English tea party
have their own “tea party” in pretend play or during snack time; serve each other, e.g. juice, milk, crackers, cookies; use social graces such as “May I”, “Thank you”; sing songs such as “I’m a little teapot”; practise sounding out and building simple consonant-vowel-consonant
(c-v-c) words, e.g. s-a-t, t-a-m, m-a-p
create a pictograph to show drink and cookie preferences of children in the group; sort the cookies according to colour and shape; count the cookies; experience the sweet taste of sugar in the cookies
write a recipe chart for making sandwiches; make and cut sandwiches into halves, rectangles, squares, triangles; count the pieces
demonstrate how to wash and pass a knife to someone
manipulate different objects cut into halves, separate and join the pieces to show that two halves make one whole
imitate ballet dance moves while listening to short
excerpts of classical music
listen to classical music during rest time
dress up for pretend play, wearing different clothing,
e.g. suit, jackets, ties, hats, skirts, pants, shoes
listen to and identify the /s/ sound in initial, medial and final position
practise using the letter “S” “s” in free writing activities
145
SIGHT WORDS
hair
lips
eyes
black
brown
my
name
boy
girl
(Student’s full name)
5–YEAR–OLDS
Term 1
THEME: OUR
COUNTRY JAMAICA – OUR PEOPLE
PRACTITIONER STRATEGIES
Provide
- toy or real tea cup sets for pretend play
- crackers, cookies, water or juice
- blunt plastic knives
- different shapes cut into halves to allow for matching and comparing size, combining as a whole and separating into halves, etc.
- taped classical and other music
- ingredients to make a simple sandwich
Interacting with and Supporting Children
Boost children’s self confidence as they try new tasks; praise their
effort and time spent on task rather than comment on what they actually produce
Pay special attention to individual children’s particular needs and interests, and suggest various strategies for them to overcome challenges
Allow children enough “thinking time” to respond to questions and solve problems
FIVE–YEAR–OLDS
|
Our Country Jamaica - Our People
People from Europe
LOOK, LISTEN, NOTE
Preparing for Learning
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SUB THEME: Our
146
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- participate in pretend play activities?
- count number of cookies or crackers being shared out?
- cut different shapes, e.g. triangle, rectangle, square from playdough or paper, etc?
- demonstrate ability to sort items by different attributes?
- demonstrate understanding of half and whole?
- listen to and move to different music?
- identify the /s/ sound in initial, medial and final positions?
INVOLVING PARENTS
Ask parents to
- contribute safe, used items, e.g. cups to facilitate tea party play
- help to provide biscuits, cookies, etc. that children can count as they serve each other
- encourage children at home to listen to different kinds of music on the radio or on tape
5–YEAR–OLDS
Suggested Duration:
Term
Term 11THEME:
THEME:
OUR
OUR
COUNTRY
COUNTRY
JAMAICA
JAMAICA
– OUR
– OUR
PEOPLE
PEOPLE
SUB THEME:
SUB THEME:
Our People
Ourfrom
People
the Middle
from the
EastMiddle1East
Week
CONCEPTS AND CONTENT
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Arabs and Jews came to Jamaica from the part of the world known as the Middle East; in the Middle East there are countries such as Lebanon, Syria and Israel
In Middle Eastern countries, many Arabs wear long robes with head dresses
Arabic and Jewish dishes have many kinds of nuts, meats, olive oil and beans which they eat with pita bread
Pita bread is flat and round; it is made from water and flour and baked
The words pita, pumpkin and shop have the /p/ sound;
the /p/ sound is represented by the letter “P” “p” when writing many words; the capital letter is written “P”, and the common letter is written “p”
Arabs and Jews in Jamaica work in different places but many of them own their own businesses such as hotels and stores
FIVE–YEAR–OLDS
|
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
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Arabs
Jews
Middle East
hotel
olive oil
shopping
pumpkin
pita
shop
Our Country Jamaica - Our People
examine the area called the Middle East on a world map and show where Arabs and Jews come from; look at pictures of Jews and Arabs and talk about their traditional dress
interact with a Jamaican-born Jew and Arab who visit the class to talk with them
visit the Jewish synagogue and Educational Centre, if possible
draw and write about the visit or the field trip in their journal
work in groups to construct a shopping list of items to be purchased; set up a Shop Corner and role-play shopping for items; use real money to count out the amount needed to pay for goods
examine a real pita bread or pictures of pita bread and other Arab foods; cut a real pita bread in halves and observe that each half is the same size; taste pieces of pita bread
if available
listen to and identify the /p/ sound in initial, medial and ending positions
practise reading and writing words and sentences that have the letter “P” “p”
listen to and tell Bible stories about Jesus who was a Jew
learn to sing the song: “Three Little Wandering Jews” and “Patta Cake, Baker’s Man”; compare sounds in “pita”
and “patta”
play “I spy”, “word bingo” and “letter bingo”
147
SIGHT WORDS
and
the
Jesus
boy
girl
my
name
open
close
5–YEAR–OLDS
Term 1
THEME: OUR
COUNTRY JAMAICA – OUR PEOPLE
PRACTITIONER STRATEGIES
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Provide
- a large map of the world
- cards for children to write their own surnames
- blank strips of paper to create shopping lists
- real money
- whole pita bread for cutting into halves and for tasting
- letter tiles for word building
- samples of various objects cut into halves, e.g. orange, apple
- flash cards with sight words
Were children able to
- write own name on a card?
- create shopping lists?
- demonstrate ability to purchase items in the play shop?
- demonstrate knowledge of what a half of an object is?
- identify the /p/ sound in the initial, medial and final positions?
- listen to and repeat aspects of the Bible story?
- take part in the bingo game?
Interacting with and Supporting Children
INVOLVING PARENTS
Encourage children to show initiative in making use of available materials, e.g. using paper to write freely and creatively about what interests them; commend their efforts rather than focus on their area of weakness
Encourage children to buy goods but do not expect them to make exact change – the focus should be on giving and receiving money for goods when purchasing
FIVE–YEAR–OLDS
|
Our Country Jamaica - Our People
People from the Middle East
LOOK, LISTEN, NOTE
Preparing for Learning
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SUB THEME: Our
148
Encourage parents to take their children along when they go to stores, shops
and supermarkets; have them help to write the grocery lists and try to work
out the change remaining after making a small purchase (e.g. paying for a
$4.00 sweet out of $5.00 made up of one-dollar coins)
5–YEAR–OLDS
Term 1
Suggested Duration:
2 Weeks
THEME:
THEME:
OUR
OUR
COUNTRY
COUNTRY
JAMAICA
JAMAICA
– OUR
– OUR
PEOPLE
PEOPLE
SUBSUB
THEME:
THEME:
Our Our
People
People
from China
from China
CONCEPTS AND CONTENT
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People who come from China are called Chinese; there are many Chinese in Jamaica
Chinese are often short with black, straight hair and light-
coloured skin; their eyes are slanted in appearance
Many Chinese in Jamaica work in their own shops, supermarkets, restaurants and other business places
Some Chinese family names are Lee, Chin, Chang, Chong and Wong
The words China, children, and chest begin with the /ch/ sound; some words have the /ch/ sound in the middle or at the end; the /ch/ sound is represented by the letters “ch”
Chinese food is very popular in Jamaica; some Chinese dishes are fried rice, sweet and sour pork or chicken, chop suey and chow mein
FIVE–YEAR–OLDS
|
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
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China
Chinese
slanted
vertical
horizontal
diagonal
restaurant
children
chest
menu
order
sweet
sour
first
second
third
Our Country Jamaica - Our People
look at a large map of the world and identify China; colour a map of China
look at and read picture books and stories involving Chinese characters
use their bodies to show positions, e.g. vertical (upright), horizontal, slanted
use crayons, markers, pencils to draw vertical, horizontal, slanted lines
use fudge sticks or short pieces of cut twigs to make patterns in their artwork
create their own menu cards and use as props in their “restaurant” play
identify, recognize and suggest words beginning with the
/ch/ sound
substitute different beginning sounds for words and names; e.g. Wong – Chong – Kong, Lee – Yee – See, Chang – Sang – Tang
role-play eating at a Chinese restaurant; use SJE to place meal orders from their menu cards; use common courtesies, e.g. “Please”, “Thank you”, “May I?”
create a picture bar graph to show meals ordered at
the Chinese restaurant; my first favourite dish is ____ (e.g. chicken chop suey), my second favourite is ____ (e.g. fried rice), my third favourite is _____ (e.g. sweet and sour pork); we eat these with boiled or steamed rice or noodles
149
SIGHT WORDS
are
an
big
little
push
pull
one
two
three
four
five
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
PRACTITIONER STRATEGIES
Add Chinese artifacts to thematic display
Provide large pictures of Chinese individuals, maps and globe
Source movies and books with Chinese characters for children
to view
Provide a print-rich environment by continuing to add words to word wall; repair or replace damaged flash cards, games, take down words that are no longer relevant
Make arrangements for children’s visit to a Jamaican Chinese shop or restaurant; assist children to develop interview questions
Interacting with and Supporting Children
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Encourage children to share their work with the group
Allow children to freely express their preferences, e.g. food, colours, entertainment and games
FIVE–YEAR–OLDS
|
Our Country Jamaica - Our People
Our People from China
LOOK, LISTEN, NOTE
Preparing for Learning
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SUB THEME:
150
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- recognize and produce vertical, horizontal and slanted lines?
- identify and recognize words beginning with the /ch/ sound?
- suggest at least two words beginning with the /ch/ sound?
- substitute different beginning sounds in words?
- place a meal order using SJE?
INVOLVING PARENTS
Encourage parents to
- invite members of their community who are of Chinese heritage to share their cultural practices with the children
- provide photographs or pictures and other Chinese artifacts for the thematic display
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
CONCEPTS AND CONTENT
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Chinese women in Jamaica sometimes wear a native dress called a “cheong-sam” when they go to special events
Traditional clothes worn by Chinese men and women are usually made from silk and have high collars, and short or long sleeves
The Chinese in Jamaica celebrate their New Year between late January and early February; they also celebrate their Moon Festival in October
During Moon Festival, families get together for big dinners and put on dragon dances to loud drumming
Children receive gifts of little red envelopes with money; they dance to Chinese music, using brightly coloured scarves, fans and paper lanterns
They dance in small and large groups that form different patterns of circles, squares and lines
Some Jamaican Chinese still speak with one another in Chinese languages
The words napkin, Chinese, fan and lantern have the /n/ sound; the /n/ sound is represented by the letter “N” “n”; the capital letter is written “N”, and the common letter is written “n”
FIVE–YEAR–OLDS
|
SUB THEME:
Our People from China
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
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cheong-sam
Chinese
high
collars
paper
scarves
fans
dragon
silk
lanterns
fashion show
napkin
short
long
Our Country Jamaica - Our People
look at colourful pictures or real samples of Chinese clothing; feel and talk about the textures and fabrics used
make a book of fashions displaying styles from different countries including India, China, Africa, Europe, Middle East
participate in a “Jamaica Heritage” fashion show; use SJE when performing roles of fashion show host,
newspaper reporter, etc.
share stories about attending special celebrations or
family events; make a journal entry about their experiences
carry out dances with simple movements using scarves, paper lanterns or fans and make use of different arrangements and patterns
make and decorate a variety of fans and paper lanterns
listen to and do movements to Chinese music
do simple gymnastics exercises; do “Chinese Skip”, jumping in and out of elastic ropes, moving to the left and to the right
listen to and identify the /n/ sound in initial, medial and final positions
practise using the letter “N” “n” in free writing activities
continue to practise combining two sets of numbers; identify and classify shapes
151
SIGHT WORDS
once
big
little
a
in
out
over
six
seven
eight
nine
ten
5–YEAR–OLDS
Term 1
THEME:
OUR COUNTRY JAMAICA – OUR PEOPLE
PRACTITIONER STRATEGIES
Source pictures and samples of traditional clothes worn by Chinese men and women
Provide tapes and CDs of Chinese music
Make preparations for the class Book of Fashions
Ensure that there is an adequate supply of art and craft materials for children’s use
Seek assistance (if necessary) in creating dance movements
Interacting with and Supporting Children
›
Allow children time to respond to requests; pay attention to how instructions are given – these should be clear, short and simple
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Avoid criticizing children, for instance, telling a child he or she can’t dance
FIVE–YEAR–OLDS
|
Our Country Jamaica - Our People
Our People from China
LOOK, LISTEN, NOTE
Preparing for Learning
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SUB THEME:
152
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- make a contribution to the Book of Fashions group activity?
- share a story about a family event?
- make a journal entry?
- demonstrate muscular coordination in dance?
- combine two sets of objects and give the correct result?
- identify the /n/ sound in the initial, medial and final positions?
- work as a member of a group?
INVOLVING PARENTS
Encourage parents to
- read to their children, play games and engage in communication with their children to develop social skills
- collect pictures, materials and other resources to add to the thematic corner
5–YEAR–OLDS
Term 2
Developmental Objectives
WELLNESS
If provided with the appropriate opportunities children will
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Continue to demonstrate greater motor coordination, self-control, speed, agility in all previously acquired gross motor skills including marching, skipping, galloping
Continue to engage in imaginative and creative play indoors and outdoors
Enjoy independent and group/team activities
Continue to imitate movement of things in the environment such as trees, animals, etc. with increasing confidence
Drop a ball and kick it before it falls to the ground
Use a bat to hit a ball
Develop basic gymnastic skills
Copy shapes, e.g. circle, triangle, rectangle, oval, and heart; combine more than two geometric forms in drawing and construction
Write most letters of the alphabet in upper and lower case
Use computer keyboard with increasing familiarity
Draw scenes that include more details and objects
Exercise increased control and safety when using materials, toys and tools
Disassemble and reassemble objects
Build 3-dimensional block structures
Join in expressive activities, e.g. singing, dancing and story-telling
Choose and try out new tasks; discuss with other children how tasks can be done
Demonstrate increasing competence in self-help skills and chores at home and school
State their phone number, address and other personal information about self, home and school
Talk freely about where they live and where other people live
Continue to resolve conflict, with assistance if needed
Display self-confidence when interacting with others
Discuss the importance of having adequate rest, sleep and physical activity
Display reasonable judgement of space and distance in sports, games and athletic activities involving use of equipment
FIVE–YEAR–OLDS (Developmental Objectives)
153
5–YEAR–OLDS
Term 2
Developmental Objectives
COMMUNICATION
If provided with the appropriate opportunities children will
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Use various types of sentences, e.g. statements, questions and exclamations
Listen and respond to texts through a variety of media and activities
Predict and represent outcomes for stories; dramatize events in a story
Follow and give complex instructions
Understand and describe various concepts
Ask for and seek clarification
Exercise appropriate behaviour when engaged in conversation, e.g. take turns in a discussion, listen to a speaker without interruption
Recall and use previous knowledge and information for problem-solving
Interpret pictures, photographs, diagrams and other forms of presentations with or without adult assistance
Use appropriate courtesies in interacting with others, e,g. introduce, welcome and thank visitors with adult supervision
Participate in choral speaking activities, rhymes, jingles, verses and poems
Express pleasure in being read to
Continue to identify likenesses and differences in symbols, shapes, letters, words and sentences
Continue to engage in a variety of activities for enhancing listening, speaking, reading and writing skills with increased challenge
Produce or sequence a number of pictures to tell a story
Engage in a variety of activities for composing creative writing and expression; use pictures and other forms of expression to demonstrate creativity
Share and talk about their own creative expressions, e.g. drawings and writings with others
Continue to effectively use phonics and other word attack strategies
Continue to identify patterns in a set of words
Document and prepare information collected in a variety of ways for presentation and sharing with others
Continue to give, write and follow more complex instructions, e.g. how to do or make things, write recipes, and give directions to go somewhere
Understand and use speech patterns with increasing complexity; correctly use singular, plural, nouns, pronouns and tenses
Spontaneously correct own grammar and language use
Identify and count syllables in words
Identify selected initial blends
Manipulate phonemes in words, e.g. blending and segmenting
FIVE–YEAR–OLDS (Developmental Objectives)
154
5–YEAR–OLDS
Term 2
Developmental Objectives
VALUING CULTURE
If provided with the appropriate opportunities children will
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Participate in cultural activities of school, church and community
Recognize and participate in a variety of national, regional and ethnic traditions and cultural practices
Participate in sports and other athletic activities of school, church and community
Develop team spirit for co-operative and competitive sports and games
Develop greater familiarity with the accomplishments of athletes, artists, musicians, and other performers
Continue to enjoy and participate in stories and songs about people and events in Jamaica
Recognize national symbols, e.g. flag or coat of arms, as well as National Anthem, Pledge, Heroes, Song, dress and foods
Know and can recite the National Pledge
Know and can sing the National Anthem
Observe rules and protocols in respect of national symbols
Discuss food associated with different ethnic Jamaican communities or groups
INTELLECTUAL EMPOWERMENT
If provided with the appropriate opportunities children will
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Investigate and expand knowledge about self, others and the environment
Express their knowledge using a variety of media
Apply information and vocabulary to a new situation or context
Select samples of work for display and give reasons for their selection
Use pictographs to represent information
Classify objects and numbers into groups or sets; write numerals and read and write number names up to 20
Use patterns to solve mathematical problems
State the place value and value of each digit in a two-digit number
Count in ones up to 100
Make sets and bundles of materials in groups of 5 and 10 to 100
Count in twos up to 20
Use drawings to show, model and solve problems
Read, write and use ordinal numbers 1st to 10th
Recognize and use the zero concept
FIVE–YEAR–OLDS (Developmental Objectives)
155
5–YEAR–OLDS
Term 2
Developmental Objectives
INTELLECTUAL EMPOWERMENT ( cont’d )
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Use symbols to show comparison (=, <, >)
Combine and partition sets to solve problems
Identify and name shapes, e.g. circle, triangle, square, rectangle, oval, heart and diamond
Use geometric templates to create patterns and pictures
Classify 2-D shapes (polygons) according to common characteristics, e.g. size, sides, corners
Construct and interpret simple pictographs and bar-graphs
Name and use the days of the week and months of the year in sequence
Perform addition and subtraction without regrouping
Match time on the clock with an event
Match events to calendar dates such as sports day, birthdays
Tell time on the hour
Read dates from the calendar
Use money in role-play or pretend activities
Recognize the value of some Jamaican coins and paper money
Use non-standard units to measure length and height of objects, distances and perimeter of objects
Describe, compare and classify objects according to an increasing number of characteristics
Use various types of machines and electronic tools appropriately, e.g. cassette recorder, video recorder television and computer
Identify the basic needs of all living things
Differentiate between living and non-living things
Discuss the types, forms and importance of transportation
Produce and interpret simple floor plans and maps, including inserting and locating places, indicating directions, locations and landmarks
Continue to enjoy participating in music and movement activities
Move creatively to rhythm and beat
Explore dance movements with others using a wide range of motions and extending the coverage of space
Recall, imitate and create own simple rhythm patterns by clapping, tapping, or playing a variety of percussion instruments
Create a sequence of movements in response to different stimuli, e.g. sound, rhythm, poem or voice
Recognize and enjoy rhythms in songs and poems
Learn and perform simple dances
Participate in expressive activities and dramatic play
Use a variety of media to draw, paint, print
Draw, paint and print to depict emotions
Improvise given scenarios and retell the event in sequential order
Use found and recycled materials to make costumes and props to be used in dramatic activities
FIVE–YEAR–OLDS (Developmental Objectives)
156
5–YEAR–OLDS
Term 2
Developmental Objectives
RESPECT FOR SELF, OTHERS AND THE ENVIRONMENT
If provided with the appropriate opportunities children will
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Begin to demonstrate good moral judgement
Show respect for children of either gender
Play co-operatively with others in competitive and non-competitive sports, games and athletic activities
Develop team spirit
Show self-respect
Establish positive relationships with other children and adults
Show sensitivity to the needs and feelings of others
Respect and support persons with different abilities
Use courtesies and social graces
Work independently and co-operatively in groups
Show appreciation for own work and that of others
Follow rules in games, sometimes with prompting
Maintain attention on task for longer periods
Function appropriately as a member of a group, e.g. sharing, listening, taking turns, cooperating, negotiating disputes and being considerate and helpful
Participate in an increasing number of activities and games with rules
Demonstrate respect for equipment, materials and the property of other persons
Display socially acceptable values and attitudes, e.g. fairness, honesty, tolerance, trust, sharing and caring
Demonstrate trust in self, authority and others
Be responsible, productive members of a team
Be able to engage effectively in cooperative learning
With assistance, practise social norms in appearance and expression, e.g. practice in hygiene, use of appropriate and polite expressions, personal grooming and dress code
FIVE–YEAR–OLDS (Developmental Objectives)
157
5–YEAR–OLDS
Term 2
Developmental Objectives
RESILIENCE
If provided with the appropriate opportunities children will
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Persevere in completing tasks; exercise some patience and persist with learning challenges
Accept suggestions and/or other points of view in completing challenging tasks
Demonstrate awareness of safety in use of equipment and when playing contact sports and games
Exercise care in the learning environment and on the playground or playfield
Demonstrate an awareness of safety during play
Demonstrate how to seek or call for help in an emergency or when in danger
Use recognized danger response systems
Recall and demonstrate how to use emergency telephone numbers
Recognize the dangers of playing in the street or places frequented by vehicular traffic
Discuss and demonstrate road safety rules
Respond routinely to all playground rules
Show increased awareness of natural and other disasters such as hurricanes and earthquakes, floods; learn age appropriate responses to these
Take precautionary measures when dealing with cuts and bruises
Recognize and observe road safety rules
FIVE–YEAR–OLDS (Developmental Objectives)
158
5–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME: Types
CONCEPTS AND CONTENT
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We use various types of transportation to carry goods and to take us from place to place
We can travel by air or sea, as well as by land
Aeroplanes, jets, helicopters, hot-air balloons and gliders are types of air transportation.
Aeroplanes and helicopters can be small, medium, or large and are used for different purposes
Aeroplanes are used to transport people and goods from place to place; some planes transport only goods
Helicopters are used for rescue missions, recreational activities, wars, and business purposes
Hot air balloons are used for recreational purposes
We can estimate and measure the distance travelled by an object
Transportation, aeroplanes, and helicopters are long words
The /h/ sound is found at the beginning of the words helicopter and high; the /h/ sound is represented by the
letter “H” “h”; the capital letter is written “H”, and the common letter is written “h”
FIVE–YEAR–OLDS
|
Transportation
of Air Transportation
SUGGESTED LEARNING ACTIVITIES
Suggested Duration:
2 Weeks
VOCABULARY
Children will engage in a wide range of activities in
which they can
(Not to be used as a
list for spelling)
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transportation
small
medium
large
far
aeroplanes
helicopters
high
hot air balloons
jet
air
glider
use videos, DVDs, pictures, charts, posters and stories about transportation by land
distinguish between reasons for travelling by land and air
distinguish between near (places in the district or community) and far (Kingston from Montego Bay or Jamaica from `
America, or from China)
participate in a field trip to an airstrip, or airport to view types of aeroplanes; draw and write about the trip in their journals
sort picture cards of things that fly and things that cannot fly; suggest reasons why things cannot fly
make toy planes from a variety of materials and experiment with flying them outdoors
read stories, sing songs and dramatize about travelling by air and land (real or imaginary)
compare and sequence small, medium and large balloons, toys or model planes
use long words to create and read a list of c-v-c combinations and other words
fly paper planes and use non-standard measures, e.g. giant steps and baby steps, to calculate the distance covered
tell the number of syllables heard within a word as they clap
listen to, identify and reproduce the /h/ sound; practise using the letter “H” “h” in free writing activites
159
SIGHT WORDS
it
can
is
go
away
5–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME: Types
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
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Prepare, collect and have available for display, pictures, charts, posters of land transportation
Create an Airport Learning Corner; prepare, collect and have available for display models, toys, pictures, charts, posters of
transportation by air
Make preparations for field trips
Prepare picture cards for sorting
Collect and display story and other books and magazines on things that fly; read stories about things that fly and about transportation
by air
Provide a variety of materials, encourage children to bring in objects for sequencing activities
Prepare list of long words familiar to children and, if possible, related to theme
Interacting with and Supporting Children
›
›
›
›
›
Praise children’s efforts in writing words, sentences, stories, etc.
Provide opportunities for sharing written work
Encourage children to participate in discussions; encourage good listening habits and respect for what each person has to say
Provide opportunities for children to write and see words around them; always assist when necessary
Observe and note each child’s efforts and challenges in sounding out words and writing and adjust instructional planning accordingly
FIVE–YEAR–OLDS
|
Transportation
of Air Transportation
160
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- distinguish between transportation by land and by air?
- recognize planes, helicopters, hot air balloons?
- sequence the size of objects and classify them as small, medium,
and large?
- identify and clap to the beat of parts of words (syllables)
INVOLVING PARENTS
Ask parents to
- talk to children about planes and about relatives and friends who travel by air
- talk about their own experiences if they have travelled by plane
- look for and bring in pictures of planes and helicopters in newspapers and magazines
- identify and read print in the environment
5–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME: Types
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
Planes can taxi on a runway, take off or fly in the sky. They can move slow or fast, up or down, high or low, right or left
Cars can travel fast, helicopters move faster, and planes move the fastest; planes can fly higher than helicopters, large planes fly the highest
‘Fly’ and ‘sky’ are rhyming words
Planes can be of different types (propeller or jet) and different colours; a plane has a body, nose, flaps, wings and tail which have different shapes
The pilot (male or female) flies the plane and is in charge of the plane and its crew; the pilot and crew wear uniforms and do different jobs
Helicopters are also used for transportation; they have rotor blades which lift them off the ground and a tail which helps with steering; they can land in small spaces, whereas an aeroplane needs a runway
Helicopters can hover; that means they can remain in one place in the air
The words low, plane and tail have the /l/ sound in different places; the /l/ sound is represented by the letter “L” “l”; the capital letter is written “L”, and the common letter is written “l”
of Air Transportation
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
colours
body
nose
flaps
wings
tail
crew
shapes
high
low
take off
taxi
runway
fly
sky
right
left
types
pilot
rotor blades
hover
engage in music and movement activities as they pretend to be a plane – taxiing, taking off, flying in different directions, at different speeds and landing
compare speed and location using comparative and superlative forms of words
suggest and use rhyming words
add and subtract number of planes on the runway or in the air
combine and remove sets using various objects
differentiate between types, shapes, sizes, colours of planes; name the parts of a plane and use shapes to construct a plane
colour pictures of aeroplanes; identify different airlines, e.g. American Airlines or British Airways, by their colours
differentiate between sounds made by planes and by helicopters.
role-play travelling by helicopter and plane as a pilot, crew member or passenger
listen to and and recognize the /l/ sound in beginning, medial and final positions
SIGHT WORDS
fly
slow
fast
high
low
sky
FIVE–YEAR–OLDS
|
Transportation
161
5–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME: Types
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
›
Continue to add materials and activities to the Airport Learning Corner; check materials for repairs and replacement; familiarize the children with each new material and activity
Provide materials for an increasing number of word-building and sentence-making activities, e.g. rhyming words, word families, words with several syllables, finding sounds in beginning, end and middle
of words
Provide adequate amounts of materials for artwork and model-
making; encourage children to bring in discarded and recycled materials (trashables)
Invite representative from the army, in particular the Air Wing, as resource person; visit the Air Wing to see army planes and helicopters; invite a female pilot or male steward to visit
Collect posters, pictures, calendars, brochures, etc. from airline offices and travel agencies
Record sounds made by helicopters and aeroplanes
Provide flashcards with sight words, words requested by children and words that result from class or group activities
Interacting with and Supporting Children
›
Encourage children to engage in activities in the Airport Learning Corner; share with the group what each child has done and any contribution they have made to the Corner
FIVE–YEAR–OLDS
|
Transportation
of Air Transportation
162
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- make appropriate movements up and down, high and low, right and left, fast and slow?
- use comparatives and superlatives appropriately?
- combine and remove sets of planes or helicopters?
- identify and suggest rhyming words?
- identify the /l/ sound in beginning, medial and final positions?
- accurately match shapes with parts of the plane?
- write words with the letter “L” “l”?
INVOLVING PARENTS
Ask parents to
- collect and bring in recycled and discarded materials (trashables)
- collect and bring in brochures, pictures, posters from airlines
- make paper aeroplanes and models of planes from recycled or discarded materials and group according to size and type
5–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
Taking a trip by plane can be exciting; we go to an airport to take a trip or meet people who come to visit us
People travel by plane for many reasons; summer and Christmas holidays are when many family members take a trip on a plane to see their families; some families travel together
Many tourists come to Jamaica by plane; some tourists come to Jamaica because it is warm, while their own country is cold
Most tourists visit Jamaica in the months of January, March, July, August, December; these months all have
31 days
The family packs clothes in their suitcases and backpacks to travel; each suitcase can be weighed on a scale to see if it is heavy or light
“Suit-case,” “back-pack,” “air-port” are compound words; a compound word is made up of two or more words, e.g. pass-port, airfare, tooth-paste, tooth-brush and post-man
When we travel to another country we need a passport, a visa and a ticket; we have to pay fees for these documents
The words car and cap begin with the hard /c/ or /k/sound
FIVE–YEAR–OLDS
|
Transportation
Getting Ready for a Flight
SUGGESTED LEARNING ACTIVITIES
Suggested Duration:
1 Week
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
airport
family
members
warm
cold
weighed
exciting
scale
heavy
light
airfare
visa
documents
passport
suitcase
backpack
tourists
fees
participate in class discussion about their experiences if they have travelled by air; listen to stories and watch DVDs about visiting other countries; record as class news
locate countries on a world map where tourists and visiting friends and families live
share what they know about different countries where their families live and their experiences of cold and snowy winter weather
role-play tourist meeting Jamaicans and telling about their own country
identify clothes according to the needs of the family members; fold and pack a suitcase for the family
count number of suitcases needed for family members and compare the weight; identify heavy and light objects in the suitcases (predict and then weigh on a simple balance)
use Dress-up Corner to role-play “Getting ready for a trip”
create passports with own pictures, address, age, date of birth, passport number, issue date, etc.
make baggage tags with names of family members
create stories for a class Big Book about a trip to the airport or travelling on a plane
listen to, identify and practise the hard /c/ or /k/ sound
163
SIGHT WORDS
ride
blue
we
January
travel
5–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
› Provide
- a map of the world
- flip-chart, chalk or white board, markers, chalk, dry erase pens, paper, time at the computer for writing
- one or more suitcases and backpacks for children to pack clothes for travelling
- one or more balances (scale) for the children to play, experiment with and learn about heavy/light; heavier than/lighter than
›
›
Place a variety of clothes in the Dress-up Corner (suitable for different family members and different kinds of weather)
Have available a real Jamaican passport and provide adequate
appropriate materials for children to make their own “pretend”
passports
Interacting with and Supporting Children
›
›
Assist children in examining details about people and situations when preparing for role-play
Encourage children to practise ways of welcoming visitors to their home, school, community or country
FIVE–YEAR–OLDS
|
Transportation
Getting Ready for a Flight
164
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- talk about their air travel experiences ?
- look at a world map and identify two countries where tourists
come from?
- sort clothes according to family member and weather conditions?
- use a balance/scale to identify heavy and light objects?
- make their own passports?
- write own story for class Big Book?
- make the hard /c/ or /k/ sound?
- clap the beat of each syllable in a compound word or sentence ?
INVOLVING PARENTS
Ask parents to
- confirm present address
- encourage children to fold their clothes neatly for packing in a
suitcase
- collect and bring in clothes and accessories for the Dress-up Corner
- teach children the full names of their parents or caregivers
5–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
›
›
Jamaica has two international airports; one is in Montego Bay and the other is in Kingston
The airport is a busy place; many people work at the airport, e.g. pilots, flight attendants, baggage handlers, check-in clerks, security guards, vendors, mini-bus and taxi drivers
We see many things at the airport, e.g. planes, luggage or baggage, passports, signs, security checkpoints, people saying goodbye and greeting others
We “check in” at the airport for our flight; we receive a boarding pass to enter the plane
All flights have a special number and departure time; we must know which city and country we are traveling to
For safety, some things are not allowed on the plane, e.g. sharp objects or weapons
When we board the plane there are safety rules, e.g. put away our bags in correct places and remain seated with seat-belts fastened
Baggage handlers load baggage onto the plane
Flight attendants look after the passengers and serve drinks and snacks to them
The /d/ sound is found in the words departure and load; the /d/ sound is represented by the letter “D” “d”; the capital letter is written “D”, and the common letter is written “d”
FIVE–YEAR–OLDS
|
Transportation
At the Airport
SUGGESTED LEARNING ACTIVITIES
Suggested Duration:
1 Week
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
departure
arrival
seat-belt
international
flight
airport
excuse me
please
thank you
number
time
safety
board
serve
load
go on a field trip to an airport; observe the people and activities; draw pictures and take photographs for follow-up activities; prepare presentations or reports on the visit
help to establish an Airport Learning Corner
include and label the pilot, flight attendant, baggage handler, passengers, etc. in the Airport Learning Corner
create their own boarding passes; include seat number, flight number and departure time
role-play checking in at the airport counter (stand in line, stay with family group, fill out forms, etc.)
create their own 3-digit flight number and use a clock to show departure and arrival time
inspect suitcases for items that are not allowed on the plane and give reasons why
inspect passports of passengers in role-play
role-play boarding the plane; use number card given to find the corresponding seat
dress up and role-play flight attendant and passengers; choose preferred drinks and snacks being offered; use social graces, e.g. “Excuse me”, “Please”, “Thank you”
discuss the importance of fastening seat-belts
identify the /d/ sound and practise using the letter “D” “d”
in free writing activites
165
SIGHT WORDS
Kingston
Montego Bay
ride
went
there
5–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
At the Airport
Make all necessary arrangements for a field trip to the airport
Provide large clock, class calendar, cards with the days of the week and months of the year
Provide flashcards with words requested by the children as well as those resulting from discussions and activities; make available blank flashcards for the children’s use
Display a world map in the Airport Learning Corner; indicate the names and locations of the countries familiar to the children
Provide enough materials for making boarding passes and other materials for role-play
Research information about safety for transportation by air
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- role-play checking in at the airport?
- identify Jamaica and other destinations on a world map?
- tell the importance of wearing a seat-belt?
- use clock to show hour of departure?
- use social graces in making choices between drinks and snacks?
- complete follow-up activities to the visit to the airport?
- identify the /d/ sound in initial, medial and final positions of words?
INVOLVING PARENTS
Interacting with and Supporting Children
›
›
›
Prepare children adequately ahead of time for what they are to expect and to do before, during and after the visit to the airport
Review field-trip rules with the children, especially those that apply to visiting crowded places
Encourage children to arrange numerals to create 3-digit flight
numbers but do not ask them to read these numbers
FIVE–YEAR–OLDS
|
Transportation
166
Ask parents to
- talk with their children about countries which can be visited by plane
- encourage children to practise social graces at home
- volunteer to assist with preparations for the visit to the airport
- accompany the group and assist with supervision and activities
5–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME: Water
CONCEPTS AND CONTENT
Transportation
SUGGESTED LEARNING ACTIVITIES
Children will engage in a wide range of activities in which
they can
›
›
›
›
›
›
›
›
People and goods can go from one place to another across a body of water; water transportation can be on many kinds of boats and ships such as rafts, canoes, cruise ships, cargo ships, ferries, jet skis and submarines
Boats float on water, while submarines are built to travel underwater
Some people live on boats; other people travel on boats or ships for vacations
Like boats, some materials can float on water while other
materials will sink
Sea vessels are used for many different purposes and can travel fast or slow
Rafts are moved slowly by using a pole, boats can be moved faster by sails which catch the wind, or by a gas engine on a motor or speed boat
Boats can be used for fishing; the fisherman makes a living by catching and selling many fish, e.g. snapper, parrot or grouper
We can group fish in many ways and make subsets of 10
FIVE–YEAR–OLDS
|
Transportation
›
›
›
›
›
›
›
listen to relevant stories, e.g. “Jesus Walking on the Water”; talk about the story and follow up with discussion about water travel and experiences with water transportation; write in journals about water travel
draw and paste pictures of some types of water transportation to create a mural; write or trace words above or below the pictures
sing songs such as “Rafting on the Rio Grande” and do appropriate actions; accompany with various percussion instruments; talk about what each song is saying
use a balance scale to weigh the heavy and light objects taken from a Mystery Bag or Box; predict and then find out which ones float and which ones sink
construct improvised water vessels; steer the vessels (right and left; up and down); look at pictures or models of different water vessels and place in groups, explaining why the groups have been chosen; compare numbers in each group
compare the speed of a raft, canoe, sailboat and speedboat; make a graph to record observations and talk about vessels that are faster than/slower than others; write and share stories about being on a boat (real or imaginary)
say nursery rhyme – “One, Two, Three, Four, Five, Once I Caught a Fish Alive”; use fish cut-outs and boats to combine and remove sets; use number cards to indicate results
167
Suggested Duration:
1 Week
VOCABULARY
(Not to be used as a
list for spelling)
heavy
float
light
sink
slowly
vessel
purposes
right
left
up
down
faster
slower
5–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
Water Transportation
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
› Provide
- an adequate amount of recyclable/discarded materials for making boats and submarines
- pictures, charts, posters, models and toys of sea vessels
- containers and water for individual and group activity
›
›
›
›
Prepare Mystery Bag or Box with a variety of objects that will sink and float
Select and read stories about boats, ships, sailors, etc.
Make boat cut-outs and prepare to make a wall mural
Provide cards with consonant blends to be used to sound out and
build words
Help children to extend their imagination in the story about Jesus walking on water and offer their own explanations of what happened
Encourage all effort in writing
Encourage cooperation and working in groups
Observe and note children who have difficulty in linking sounds
with letters
FIVE–YEAR–OLDS
|
Transportation
Were children able to
- distinguish between rafts, boats and submarines?
- combine and separate number sets?
- create sub-sets of 10?
- write and share stories?
- write legibly?
- sound out and build words?
INVOLVING PARENTS
›
›
Interacting with and Supporting Children
›
›
›
›
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
168
Ask parents to look for and bring in pictures of boats and submarines
Invite parents who are fishermen or those who work on ships or boats to visit the class as resource persons
5–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
Ships dock in the harbour where it is safe; in the harbour, ships are sheltered from bad weather; they also refill with fuel and collect supplies of food and other things needed for their journey
Kingston, Jamaica is the 7th largest natural harbour in the world
“Ship” and “sheltered” begin with the /sh/ sound; some words have the /sh/ sound in the middle or at the end; the
/sh/ sound is represented by the letters “sh”
The word dock rhymes with clock; we can find other words that rhyme with these, e.g. rock, sock
If we live in Ocho Rios, Port Antonio or Montego Bay, we can see cruise ships arrive at the docks; some tourists travel to Jamaica and other islands in the Caribbean on cruise ships
In a large harbour we can sometimes see more than one cruise ship as well as other boats; we see many people come off a cruise ship; only few people can fit on a small boat
The captain is the person who is in charge of a ship; sailors work on the ship doing many different jobs
Sometimes boats or ships get into difficulty while they are out at sea; the Jamaica Coast Guard may be able to rescue people from a boat in trouble or a sinking ship; a lifejacket or life ring or preserver is able to save people from drowning; we should always be careful around water
FIVE–YEAR–OLDS
|
Transportation
In the Harbour
SUGGESTED LEARNING ACTIVITIES
Suggested Duration:
1 Week
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
dock
harbour
safe
sheltered
Caribbean
many
few
cruise ships
Coast Guard
rescue
drowning
make a model harbour and arrange model boats in order of size and number; listen to a tape recording of the sounds of wind, rain and stormy sea, and talk about the dangers
identify words with the /sh/ sound at beginning, end and middle positions
identify and suggest words that rhyme with “dock”
say the poem “Hickory, Dickory, Dock”
compare boats and cruise ships and use addition (one more than, two more than) as children manipulate toy boats in the harbour; distinguish between “many” and “few”
role-play the job of the captain, sailors and tourists on board a cruise ship
help to make play boats or ships from plastic bottles and sail them in a container of water; try to load the boats with items and observe if they sink or float; talk about how the passengers would be rescued if the boats should sink
interview a member of the Coast Guard or someone who works on a cruise ship who comes to talk about his or
her work
169
5–YEAR–OLDS
Term 2
THEME:
TRANSPORTATION
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
If possible, arrange for a field trip to the harbour or a fishing village so the children can observe a variety of boats and sea vessels
Collect pictures of a ship’s captain and sailors
Collect and read story and other books and magazines about sea vessels and transportation by sea
If a resource person is able to visit the class, help the children to identify possible questions and areas of interest
Obtain or make improvised life jacket or life ring or preserver; research water safety signs and rules for discussion with children
Show understanding to those children who express fear of water
Help the children understand the importance of all who work at sea
Help the children recognize the importance of safety in and around water
FIVE–YEAR–OLDS
|
Transportation
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify and suggest words with the /sh/ sound at the beginning, end and middle positions?
- identify and suggest words that rhyme with “dock”?
- help to make a model boat?
- combine sets of one more, two more, three more than original set?
- distinguish between “many” and “few”?
INVOLVING PARENTS
Interacting with and Supporting Children
›
›
›
In the Harbour
170
Invite parents to visit the learning environment and see all the children’s
efforts as they explored the theme on Transportation by air and sea
5–YEAR–OLDS
Term 2
THEME:
SPORTS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
›
When we exercise we move our bodies in different ways, e.g. running, skipping, jumping, dancing, swimming, or walking
Exercise makes us feel good and keeps us healthy; exercise is fun for our family and friends
Exercise makes our hearts work better and our muscles stronger; we should exercise every day
The words start, stop and stand begin with the /st/ sound; some words have the /st/ sound in the middle or at the end; the /st/ sound is represented by the letters “st”
We all have our favourite type of exercise
We can exercise alone, in pairs or in groups
Suggested Duration:
2 Weeks
Let’s Exercise
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
exercise
forwards
backwards
movement
sideways
right
left
running
skipping
jumping
dancing
swimming
walking
balancing
crawling
hopping
heart
heartbeat
stethoscope
pair
participate in an “Exercise Charade” where they can guess the action mimed by a classmate, e.g. kicking football, swimming or dancing
experience the ways and directions that the body can move, e.g. forwards or backwards, sideways, right or left
play the game “Hokey-Pokey” and sing the song “Father Abraham”
create own dance movements that imitate things in the environment such as trees, animals, e.g. balancing, crawling, hopping and swaying
observe pictures of people exercising; share their experiences of exercising with their family and friends
feel their heartbeats after exercise and/or use a stethoscope to listen to each others heartbeats
talk about how exercise affects their breathing
listen to the /st/ sound in the beginning of words start, stop, stay, stand and stamp; engage in listening games that distinguish the words that begin with the /st/ sound
create a pictograph to show exercise preferences within
the group
count by twos (2) using the Hundred Board
use the physical play materials in the outdoor environment
SIGHT WORDS
start
you
do
me
ran
stop
FIVE–YEAR–OLDS
|
Sports
171
5–YEAR–OLDS
Term 2
THEME:
SPORTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
› Prepare
- the outdoor play environment with active play stations
- listening and movement games for the children to learn
and practice
› Provide
- music for dancing and movement; skipping rope, balls, hoops, bean bags
- a chart with pictures of the body and its parts
- pictures and charts of people doing different types of exercise
- a stethoscope
- flash cards with words and pictures of things beginning with the /st/ sound
- a Hundred Board in the classroom
Interacting with and Supporting Children
›
›
›
Encourage the children to participate in movement and dance activities
Reinforce the importance of taking care of our bodies and staying healthy
Model SJE speech patterns for children to imitate and develop
confidence in and greater familiarity with using SJE
FIVE–YEAR–OLDS
|
Sports
Let’s Exercise
172
Were children able to
- share some of their experiences of exercising with their family?
- listen to and follow the instructions for moving their bodies?
- construct and repeat a sequence of dance movements?
- talk about how they feel after exercise?
- identify the /st/ sound?
INVOLVING PARENTS
Encourage parents to
- engage children in outdoor activities
- discuss the importance of exercise
- dance to music with their children
- enroll children in extra curricular activities, such as football
or swimming
- help children to find and cut out pictures of people exercising,
dancing and playing games from magazines and newspapers
5–YEAR–OLDS
Term 2
THEME:
SPORTS
SUB THEME:
CONCEPTS AND CONTENT
›
›
›
›
›
We prepare our bodies for exercise by doing warm-up activities such as jogging
Water helps to cool down the body when we are hot;
water is the best drink to have before and after
we exercise
People wear comfortable clothes when exercising
We must exercise on playgrounds and fields that are safe
The words exercise, friend and rest have the short
/e/ sound; the /e/ sound is represented by the letter “E” “e”; the capital letter is written “E”, and the common
letter is written “e”
FIVE–YEAR–OLDS
|
Sports
Let’s Exercise
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
jog
stretch
elastic
water
before
after
playground
xylophone
safety
safe
rules
exercise
friend
rest
talk about the things we need to do before we exercise; follow a sequence of activities that prepare us for exercise; e.g. put on sporting clothes, lace shoes, jog on spot, drink water and stretch; discuss which activities come before and which come after
make a xylophone with bottles of water; listen to the difference in sounds when the bottles are hit
discuss the importance of drinking water when we exercise
identify clothing items that might be worn for exercise; feel
the elastic stretch when pulled; dress selves or dolls appropriately for exercise, in shorts, socks, T-shirts, hats
and head-bands
sort picture cards of sporting clothes from among cards of a variety of clothes people wear
visit a nearby playground to observe the different play and exercise activities that take place; talk about the features of a safe play area
create a poster and write the heading “Safety Rules for Playing” ; use pictures from newspapers and magazines to create it
listen to, identify and reproduce the short /e/ sound
practise writing and reading words that have the letter “E” “e” in free and teacher-directed activities
173
SIGHT WORDS
start
you
do
me
ran
stop
5–YEAR–OLDS
Term 2
THEME:
SPORTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
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Provide
– clean glass bottles for xylophone
– pictures and charts of people exercising
– dolls and dolls’ clothing
– picture cards for matching and sorting
– example of a safety poster
– jug with water and cups for children to pour for themselves as needed
- materials such as cartridge paper, newspaper, magazines, glue, and blunt-tipped scissors for making a poster
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Ensure that dress-up exercise clothes are washed, kept clean and properly stored
Set up the outdoor playground with physical challenges
Plan ahead for visit to nearby playground
Research the health benefits of drinking water
Invite local athletes from high schools or more famous athletes
to visit
Interacting with and Supporting Children
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Encourage children’s independence
Ask children to demonstrate care in using scissors
Encourage children to display their own poster sentences
Reinforce the importance of safety while walking to the playfield and exercising on the playfield
FIVE–YEAR–OLDS
|
Sports
Let’s Exercise
174
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- distinguish between exercise clothes and other types of clothing,
e.g. clothes for work and sleeping?
- select pictures that appropriately represent the playground
safety rules?
- create a poster with an appropriate layout of pictures?
- form letters for poster heading?
- cut and paste pictures?
INVOLVING PARENTS
Encourage parents to
- contribute clothes for dress-up
- contribute to creating the poster about safety
- bring in old newspapers, sports brochures and magazines
- discuss safety aspects of their home environment or community
with their children
- take children on a walk and share their exercise routine with them
5–YEAR–OLDS
Term 2
THEME:
SPORTS
SUB THEME:
CONCEPTS AND CONTENT
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Sports include a wide range of activities such as running races, playing ring games, cricket, football and others
We play many different kinds of sports in Jamaica
The more popular sports in Jamaica are football, netball, cricket and track and field
Playing sports is fun for everyone; boys and girls can play football, netball, basketball and others; old and young people as well as children with disabilities can participate in sports
The words us, run, and umbrella have the short /ŭ/ sound; the /u/ sound is represented by the letter “U” “u”; the capital letter is written “U”, and the common letter is written “u”
Some words are rhyming words, e.g. sun, fun run and bun
FIVE–YEAR–OLDS
|
Sports
Suggested Duration:
2 Weeks
We Love to Play
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
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sports
play
race
ring games
football
netball
basketball
cricket
track and field
examine photographs, sports magazines, newspapers and find pictures of people playing different kinds of sports; make a poster with the heading “Sports We Play” using pictures from the newspaper and magazines; label each picture
participate in playing different games that involve basic rules
play a variety of ring games involving music and movement
identify and talk about the more popular sports in Jamaica
share experiences of watching a match or game
create a line plot or bar graph representing children’s favourite sport
listen to, identify and reproduce the short /u/ sound
practise writing and reading words that have the short /u/ sound in free activities
create word families using short /u/ sound; write out words;
create a nonsense rhyme using rhyming words
listen to and/or say nursery rhymes, poems or stories with rhyming words
175
SIGHT WORDS
but
and
had
his
run
put
5–YEAR–OLDS
Term 2
THEME:
SPORTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
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Prepare appropriate items and music used in games and ring games, e.g. balls and bats
Provide photographs, sports brochures, magazines and other
appropriate materials to support children’s practising to form letters
Source video clips, movies of people playing games
Interacting with and Supporting Children
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Encourage children to participate in games by perhaps
participating yourself
Accept all children’s ideas and opinions in discussion
Display children’s work in the classroom and encourage visitors
to view
Make necessary adjustments to equipment and activities to facilitate participation of children with special needs
FIVE–YEAR–OLDS
|
Sports
We Love to Play
176
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- participate in a game?
- identify and name different sports?
- form letters appropriately?
- appropriately form upper and lower case letters in labels?
- participate in creating a line plot or bar graph of children’s favourite sport?
- identify the short /u/ sound?
- create a list of rhyming words?
INVOLVING PARENTS
Encourage parents to take their children to matches or games in and around
their community; watch sports news with children; and engage in discussion
about sports
5–YEAR–OLDS
Term 2
THEME:
SPORTS
SUB THEME:
CONCEPTS
CONCEPTS
ANDAND
CONTENT
CONTENT
We Love to Play
SUGGESTED
SUGGESTED
LEARNING
LEARNING
ACTIVITIES
ACTIVITIES
Children will engage in a wide range of activities in which they can
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Some sports are played as a team, e.g. football or netball; some are played by individuals, e.g. track, swimming or tennis
When we play sports sometimes we win and sometimes we lose
We can cheer for our team using songs and banners, or by wearing team clothes
There are many games that use a ball and net
A ball can go over, through or inside a net
Balls are of different size and have different textures and colours
Balls are sphere-shaped, which is the same as round
Some sports are played with 11 team members, e.g. football or cricket
We can make a group of 11 things, e.g. balls, in different ways combining sets
The words play, plenty and please begin with the
/pl/ sound; the /pl/ sound is represented by the
letters “pl”
FIVE–YEAR–OLDS
|
Sports
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listen to the story, about “The Tortoise and the Hare”; share experiences of winning and losing
talk about how it feels when they win and when they lose in games
engage in races and identify who came in the first, second and third places
listen to team cheers; make up names and cheers for own teams
apply paint and art skills, e.g. lacing, colouring, pasting, cutting and tearing, to create banners and cone-shaped horns (for blowing),
decorated in team colours
observe, identify and demonstrate different ways a ball can be used in games, e.g. inside the net (football) over the net (table tennis) through the net (basketball and netball)
practise moving balls in different ways and directions; toss bean bags at different targets
compare the size of balls used in sports and games
create self-made balls from crushed newspaper or playdough; paint them using mixed colours; place them in order according to size
manipulate sets of 11 balls; group and regroup sets of up to 11 balls; practise use of terms such as “more than”, “less than”
practise formation of numerals
identify and talk about sports that have 11 players, e.g. football, cricket
listen for the /pl/ sound in the beginning of words such as play or please
listen to a list of words and identify ones with the sound that does not belong
practise reading and writing words with the /pl/ sound in free activities
listen to and share stories about how to include everyone in sports and games and about encouraging team mates; use puppets to show facial
expression of someone who has been left out and who feels hurt and angry
role-play team members showing respect
practise using encouraging words such as “Congratulations”, “I like”, “Good job”, etc.
177
VOCABULARY
(Not to be used as a
list for spelling)
through
over
inside
individual
group
team
play
sphere
cheers
cone
horn
first
second
third
round
plenty
please
SIGHT WORDS
but
and
had
his
run
put
5–YEAR–OLDS
Term 2
THEME:
SPORTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
Provide
- pictures, pictographs of sporting teams with 11 players, e.g. foot
ball and cricket
- playdough and a variety of art materials for making balls and cone-shaped horns
- flash cards with words, e.g. team, individual, netball, football, congratulations
- balls of different sizes, colours, patterns
- materials for lacing, colouring, painting and tearing
- materials, e.g. bottle stoppers, for children to use in grouping and regrouping sets up to 11
- puppets showing different facial expressions
- several appropriate stories, rhymes, finger plays, field games and ring game
Interacting with and Supporting Children
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Reinforce the fact that girls and boys are equally capable and important
Encourage children to work cooperatively in groups or teams, working towards one goal
Encourage children to use words to express their emotions, e.g. when they win or lose while playing games
FIVE–YEAR–OLDS
|
Sports
We Love to Play
178
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify the /pl/ sound at beginning of words?
- make one item of art and craft?
- compare and identify ball sizes from smallest to largest?
- demonstrate understanding of a ball going “through”, “over” and “inside” a net?
- show different ways of representing the number 11?
- form numerals from 1 to 11?
INVOLVING PARENTS
Encourage parents to
- reinforce the idea of teamwork with their children
- contribute materials for use in children’s art and craft creations
- take their children to football and cricket matches
- bring photographs and pictures of faces expressing different emotions
5–YEAR–OLDS
Term 2
THEME:
SPORTS
SUB THEME:
CONCEPTS AND CONTENT
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Sports players wear special clothing and gear when they play in order to protect their bodies and perform better
We move in many ways and directions, when we play games, e.g. left, right, up, and down
Different games are played for a specific period of time
Special commands and signals are used to start and end a game; some of these signals include whistles, starter guns, command words, stop clocks and watches
Racers start running the race after the whistle blows
Clocks are used to time games; the word clocks begins with the /cl/sound
FIVE–YEAR–OLDS
|
Sports
We Love to Play
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
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sports
gear
left
right
after
up
down
clap
class
club
hopscotch
starter gun
stop clock
whistle
race
observe pictures of players of different sports; identify their uniforms and special gear – football players wear long socks, cricket players wear long pants, runners wear special shoes with sharp spikes
dress up and role-play an interview with a team player; explain why they are wearing specific items
interact with members of a football or netball team
participate in hopscotch and other games that require them to quickly step into different positions, e.g. spin on one foot, stop suddenly, and turn left or right; play ring games
note the scheduled times for various activities of the day; manipulate a cardboard clock to identify the hours when school begins, when lunchtime begins and when school ends, relate this to sports – the length of time games last
listen to high pitch of a whistle and the low pitch of the starter gun; imitate the sounds of things; make percussion instruments and distinguish between the high and low sounds
practise giving commands, e.g. “On your marks, Get set, Go”, as they play racing games
listen to the /cl/ sound in the beginning of words clap, class and club; identify other words with similar /cl/ beginning sounds
practise writing and reading words with the “cl” blend in free activities; make journal entries
179
SIGHT WORDS
right
jump
first
play
all
April
5–YEAR–OLDS
Term 2
THEME:
SPORTS
SUB THEME:
We Love to Play
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
Provide
- appropriate dress-up clothing for children to use in dramatic play
- cardboard clocks for each child
- a range of percussion instruments and whistles
- replicas of cricket bats, balls and nets children can use in group games
- samples of footwear used in different sports activities
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify at least one item of clothing worn in a particular sport?
- participate willingly in a team sport activity?
- identify the /cl/ sound at the beginning of words?
- manipulate the clock face to show the hours when school begins
and ends?
Interacting with and Supporting Children
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INVOLVING PARENTS
Encourage children to talk about “team spirit” and how each member of a group or team should behave toward others in the team
Help children to be self-confident in talking with and interviewing adults
Encourage children’s increasing use of SJE
FIVE–YEAR–OLDS
|
Sports
180
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Ask parents to help to make cardboard clock faces for children’s use
at school
Encourage parents, particularly in sports day activities at school
5–YEAR–OLDS
Term 2
THEME:
SPORTS
SUB THEME:
CONCEPTS AND CONTENT
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A famous person is someone who has done something important and many people know about them
There are many famous Jamaican athletes who perform well in sports; we are very proud of them
Some famous Jamaican sportsmen and women are Usain Bolt and Veronica Campbell
Our national football team is called the Reggae Boys; our national netball team is called the Sunshine Girls
Our athletes and other sportsmen and women win many medals
They win gold, silver, and bronze medals; medals are made from metals
Some metal objects can be picked up by a magnet
The words gold, bingo and bag have the hard /g/ sound
in the initial, medial and final positions; the /g/ sound is represented by the letter “G” “g”; the capital letter is
written “G”, and the common letter is written “g”
The words rope, perform and silver have the /r/ sound in
the initial, medial and final positions; the /r/ sound is
represented by the letter “R” “r”; the capital letter is
written “R”, and the common letter is written “r”
FIVE–YEAR–OLDS
|
Sports
Famous Jamaicans in Sports
SUGGESTED LEARNING ACTIVITIES
Suggested Duration:
1 Week
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
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Jamaican
athletes
perform
proud
famous
gold
silver
bronze
medal
metal
national
cube
cuboid
rope
bingo
bag
examine the contents of newspaper and sports magazines, talk about one sporting event, identify ways we get our sports news, e.g. TV, radio, newspaper and the Internet
listen to stories about some famous Jamaican sportsmen and women and talk about them
cut and paste pictures of Jamaican sports persons in their portfolios or scrapbook
write and read one or two sentences about their favourite sports person in their journal
create a “sport celebrity wall” using pictures and photos of sports persons they collect
make model of medal stand with old boxes; order the blocks according to height, e.g. first, second, third places, participate in class races and have winners stand on the medal blocks
talk about the features of building blocks, cubes or cuboids
sort building blocks to show the difference between cuboid and a cube
examine articles that are made from gold, silver and bronze; talk about the difference in appearance and learn the word “metal”
participate in experiments to distinguish metal from non-metal objects
listen to, identify and reproduce the hard /g/ sound in the initial, medial and final positions.
practise writing and reading words and sentences that have the letter “G” “g” in free activities
listen to, identify and reproduce the /r/ sound in the initial, medial and final positions
practise writing and reading words and sentences that have the letter “R” “r” in free and teacher-directed activities
181
SIGHT WORDS
good
very
like
him
her
win
5–YEAR–OLDS
Term 2
THEME:
SPORTS
SUB THEME:
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
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Research facts about some famous track and field sports persons and football and netball teams
Prepare stories about some Jamaican sports persons
Provide appropriate props for use in storytelling
Provide pictures of some famous Jamaican sports persons and teams
Research the terms “cube” and “cuboid”
Source carton boxes of different sizes, magazines and newspapers
Include books on sports in classroom library
Provide magnets and items of plastic, wood and metal for experiment
Interacting with and Supporting Children
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Talk to children about what makes them feel proud to be Jamaican
Reassure children that they are all valued, loved and you are proud
of them
FIVE–YEAR–OLDS
|
Sports
Famous Jamaicans in Sports
182
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- distinguish between gold, silver, bronze?
- demonstrate interest in experiment with magnets?
INVOLVING PARENTS
Ask parents to
- assist with props and bring a tape recorder for sport report role-play activity
- share information they have about sports persons with their children
- provide opportunities for children to listen to sports news
5–YEAR–OLDS
Term 3
Developmental Objectives
WELLNESS
If provided with the appropriate opportunities children will
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Engage in imaginative and creative play indoors and outdoors; join in independent and group activities that involve co-ordination, speed and balance
Imitate movement of things in the environment, such as a bird flying, a tree swaying, etc.
Demonstrate increasing dexterity in fine motor coordination; trace and draw geometric forms, symbols; write letters and numerals; use appropriate spacing in writing; manipulate materials – playdough, scissors; put small items such as Lego blocks together
Use a computer mouse and keyboard with increasing skill
Produce drawings with increasing amount of detail
Continue to exercise increased control and safety when using materials, toys and tools
Continue to enjoy expressive activities including music and movement
Use conflict resolution strategies, showing ability to discuss feelings, and ability to self regulate
Demonstrate increasing awareness of self, acknowledging personal strengths and weaknesses
Continue to demonstrate curiosity about themselves, others and the world around them
Display increasing self confidence when interacting with others
COMMUNICATION
If provided with the appropriate opportunities children will
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Give and receive information in conversation, using appropriate courtesies
Extend courtesies to others, such as introduce, welcome and thank visitors with increasing confidence
Listen to and describe various concepts; ask for and seek clarification
Recall and use previous knowledge and information for problem-solving
Predict and represent outcomes for stories; suggest alternative versions
Dramatize events in a story; enact the role of any selected character
Follow and give increasingly complex instructions
Participate in discussions and make predictions about what is seen and heard on printed and electronic media
Interpret pictures, photographs, diagrams and other forms of visual presentation
Continue to show enjoyment while being read to
Identify likenesses and differences in symbols, shapes, letters, words and sentences with increasing attention to details
Engage in a variety of activities for enhancing greater listening and speaking, reading and writing skills; participate in letter/word games with increasing challenge and complexity
FIVE–YEAR–OLDS (Developmental Objectives)
183
5–YEAR–OLDS
Term 3
Developmental Objectives
COMMUNICATION ( cont’d )
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Produce and sequence a larger number of pictures or creative expressions to tell a story
Share creative expressions with others and talk about own writing
Use phonics and other word attack strategies with increasing skill
Identify and use more complex patterns in word families
Engage in information gathering activities; use books as a resource to find answers to questions
Present information to an audience using a variety of media and modes
With increasing detail, give instructions for a simple recipe
Prepare various kinds of text, e.g. invitations, greeting cards, letters and posters
Read and interpret various texts, e.g. picture books, concept books and story books
VALUING CULTURE
If provided with the appropriate opportunities children will
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Demonstrate an appreciation for folklore
Recite the National Pledge and sing the National Anthem; recognize and discuss the National Symbols, National Dish
Show increasing appreciation for local culture and awareness of other cultures, e.g. celebration of holidays such as Divali and Chinese Lunar New Year
Talk about masks and costumes used in Jamaican traditional celebrations and dances
Develop knowledge and appreciation of local industries such as tourism, farming, fishing, music and others
Demonstrate interest in caring for the environment and our country Jamaica
Understand the concept “Independence” and suggest when, why and ways in which Independence is celebrated
Discuss individual rights and responsibilities and some basic civic values as they relate to being Jamaican citizens
Observe and carry out practices of national protocol, e.g. standing at attention for the National Anthem, appropriate use of the Jamaican flag
Continue to develop an awareness of persons who have excelled in performance and contribution to our country, Jamaica
Review significant aspects of the lives and accomplishments of the National Heroes and Heroine of Jamaica
Review rules and responsibilities at home and school; identify some rules and laws of our country
FIVE–YEAR–OLDS (Developmental Objectives)
184
5–YEAR–OLDS
Term 3
Developmental Objectives
INTELLECTUAL EMPOWERMENT
If provided with the appropriate opportunities children will
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Use money appropriately; recognize the value of most Jamaican coins and notes
Use non-standard and standard units to measure length, height, perimeter and capacity
Use a variety of scales to weigh objects
Recognize the three states of all things, i.e. solid, liquid or gas; observe and experiment with materials as they change through mixing, heating, freezing
Differentiate between day and night
Observe and classify materials and objects that sink and float in water
Recognize and predict weather patterns; use appropriate terms to describe different kinds of weather and discuss how each affects our daily life
Identify and describe different weather conditions such as thunder, lightning, wind, clouds, rainbow and others; record information about the weather
Discuss sources and uses of water; discuss some ways of conserving water
Identify location and direction based on the compass points, i.e. north, south, east, west; use compass points and appropriate terms when giving direction
Produce and interpret simple floor plans and maps
Use a map of the school, immediate community and of Jamaica to locate specific areas of interest
Continue to associate events with time-related concepts, celebrations and activities at home and school and nationally
Describe the varying physical features of Jamaica
Participate in activities involving improvisation using voice and/or instrument
Create own song and use a variety of melodies and instruments
Recall and imitate simple rhythmic patterns in a variety of ways
Participate in class/group/individual choral expression or performance
Use a variety of art media in creative expressions such as art and crafts, movement , drama and the like
Work collectively to create masks, puppets, costumes and instruments to be used in a whole class/group dramatic presentation; participate in role-play
activities using a variety of props, costumes and materials
Discuss and use improvisation and other expressive forms to indicate the main ideas found in folklore – poems, songs, stories, myths
Use found and recycled materials to make costumes and props to be used in dramatic activities while fostering a sense of conservation
Talk, sing songs, retell and relate stories and poems about events from the Bible and other books that demonstrate cultural and religious beliefs and practices
Continue to use all senses to investigate and expand knowledge about self, others and the environment
Continue to apply what is known (knowledge or experience) to a new situation or context; draw on everyday experiences and apply this knowledge to similar situations
Select samples of work for display and/or assessment and give reasons for their selection independently
Use and interpret more complex and varied graphs to represent information
Write numerals and number names 1 to 20
Create and solve their own math problems
State the place value and value of each digit in a two-digit number
FIVE–YEAR–OLDS (Developmental Objectives)
185
5–YEAR–OLDS
Term 3
Developmental Objectives
INTELLECTUAL EMPOWERMENT ( cont’d )
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Count in ones and twos up to 100; make sets of and bundle material in groups of 5, 10 and 20 to 100
Use the number line appropriately for activities that include comparing numbers, sequencing numbers, skip-counting, adding and subtracting
Combine and partition sets to solve more complex problems
Identify, name and trace shapes including circle, triangle, square, rectangle, oval, heart, diamond, star
Use templates to create patterns and pictures
Classify 2-D shapes according to common characteristics, e.g. size, sides, corners
Construct and interpret simple pictographs, bar-graphs
Perform addition and subtraction without regrouping and with regrouping
Continue to name and use the days of the week and months of the year in sequence with increasing awareness of time
Tell time by the hour and half-hour
Read dates from the calendar
Use money appropriately; recognize the value of most Jamaican coins and notes
Use non-standard and standard units to measure length, height, perimeter and capacity
Use a variety of scales to weigh objects
Recognize the three states of all things, i.e. solid, liquid or gas; observe and experiment where possible
RESPECT FOR SELF, OTHERS AND THE ENVIRONMENT
If provided with the appropriate opportunities children will
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Discuss ways of showing respect to all; expecially those who seem different in any way
Understand things from the viewpoint of others but confidently hold own point of view
Show care and concern for others, living things and objects in the environment
Show appropriate self-respect
Establish effective relationships with other children and adults
Show sensitivity to the needs and feelings of others
Continue to use courtesies and social graces appropriately
Continue to work independently and co-operatively in groups
Continue to show appreciation for own work and that of others
Recognize there are different ways of solving problems peacefully
FIVE–YEAR–OLDS (Developmental Objectives)
186
5–YEAR–OLDS
Term 3
Developmental Objectives
RESPECT FOR SELF, OTHERS AND THE ENVIRONMENT ( cont’d )
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Discuss individual rights and responsibilities and some basic civic values – as they relate to being Jamaican citizens
Display socially acceptable values and attitudes, e.g willingness to show fairness, etc. to trust, share and care
Discuss the beauty of the environment; develop pride and sense of caring for the environment
RESILIENCE
If provided with the appropriate opportunities children will
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Suggest ways in which accidents can be avoided
Discuss natural disasters such as severe changes in the weather as in tropical storms, hurricanes and earthquakes
Demonstrate an awareness of what drugs are and their importance in health care
Distinguish between legal and illegal drugs; state some examples of each; state some of the dangers of using illegal drugs
Demonstrate how to seek or call for help in an emergency or when in danger
Recall and demonstrate how to use emergency telephone numbers
Demonstrate an awareness of the importance of immunization in the fight against diseases
Explain the importance of not playing with discarded syringes and needles
Discuss the need to move briskly to appointed “safe areas”
State the consequences of playing with potentially dangerous objects such as matches, electrical outlets, knives and plastic bags
Demonstrate an understanding of the danger of playing in water (without supervision)
FIVE–YEAR–OLDS (Developmental Objectives)
187
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
We live in Jamaica
Jamaica is a beautiful country; the weather is hot because of its location; the sun shines all year round
Jamaica is an island; it is surrounded by a huge body of water; this body of water is called the Caribbean Sea
Jamaica has many parishes; people live in all the parishes; some parishes are bigger than others (size and number of people)
Every parish has a main town; a main town has many important buildings; some of these are post office, church, market, supermarket, school, bank and courthouse
Jamiaca has two cities – Kingston and Montego Bay; a
city is a very large town
Kingston is the capital or most important town in Jamaica; it is also the largest
FIVE–YEAR–OLDS
|
Jamaica Land We Love
SUB THEME: The
Beauty of Our Land
SUGGESTED LEARNING ACTIVITIES
Suggested Duration:
2 Weeks
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
weather
island
Caribbean Sea
parish
post office
church
market
supermarket
school
bank
courthouse
Kingston
Montego Bay
city
listen to songs about Jamaica, sing along and do dance movements to the different musical rhythms of Jamaican
songs, e.g. “Oh Island in the Sun”, “Jamaica Land of Beauty”; “This is the Land of my Birth”
discuss the Jamaican flag and what these three colours represent
say what is the National Bird, Dish, Tree, etc.
locate Jamaica on the world map; tell why Jamaica is an island
make a 3-D model of Jamaica using cardboard cut-out shapes of Jamaica and playdough or clay; paint in appropriate colours; place model island in a blue basin with small amount of water to create island effect
identify and discuss some of the features of their country, e.g. mountains, rivers and beaches
tell colours used to represent each feature; draw and colour own representations of different features
use Standard Jamaican English (SJE) in talking about Jamaica, its physical features, its parishes and the two cities
observe and examine the map of Jamaica; identify parishes and their borders and the Caribbean Sea; identify, name and write the parish in which they live and its capital
do a community walk and record what they see; work on a group project to create a simple diorama of their own main town; label buildings; combine different paper shapes
(e.g. ● ▲ ■ ♥ ♦) to make buildings
189
SIGHT WORDS
(name of students’
town or district)
may
at
live
where
here
one
two
three
four
five
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
SUB THEME: The
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
Beauty of Our Land
Prepare a collection of Jamaican songs, poems and ring games on audio cassettes or CDs
Provide a world map and map of Jamaica showing physical features with appropriate colours for the different features, e.g. rivers – blue, mountains – brown, plains – green
Prepare cardboard cut-out shapes of Jamaica, playdough or clay for making 3-D models of the island; plastic basins with water; pictures of different Jamaican scenes
On the large map of Jamaica, ensure that parish boundaries, parishes and Caribbean Sea can be located easily
Provide paper strips, markers, pencils, crayons, etc., a variety of shapes cut out from paper or cardboard; glue and paints
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- listen to and participate in songs?
- participate in dance activities?
- use Standard Jamaican English speech patterns to talk about Jamaica?
- tell why Jamaica is an island?
- collect and compile pictures of Jamaica to create a class portfolio?
- locate Jamaica on the world map?
- construct simple sentences about Jamaica?
- create a 3-D model of the island Jamaica, as a group project?
INVOLVING PARENTS
Interacting with and Supporting Children
›
›
›
Model the use of SJE in speech to encourage children to use SJE in discussions about their country
Review children’s home addresses and telephone numbers with them
Encourage children to be helpful, courteous, patient and supportive of each other as they work in groups; pay special attention to children who have special challenges
FIVE–YEAR–OLDS
|
Jamaica Land We Love
190
Ask parents to
- provide discarded, recycled material for children’s use in making items, pictures and books on Jamaica
- assist children and teacher to create the diorama of a town
- contribute various collections of Jamaican songs
- practise, reinforce SJE speech patterns children use at school
- teach children their home addresses and telephone numbers
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
CONCEPTS AND CONTENT
›
›
›
›
›
›
We live in the parish of ---------------The main town in ---------- is -----------We can count the number of parishes in Jamaica
Our country has many mountains, hills, plains, valleys, rivers and beaches; they are very important to us; we can use different colours to represent/show them on a map, e.g. mountain – brown, valley – green, river – blue
The word thank begins with the /th/ sound; we put our tongue between our teeth to make the /th/ sound; the /th/
sound is represented by the letters “th”
Other words that have the /th/ sound at the beginning are think, Thursday, thumb
We write special names with capital letters, e.g. Thursday, April, Peter
FIVE–YEAR–OLDS
|
Jamaica Land We Love
SUB THEME: The
Beauty of Our Land
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
mountains
hills
plains
beaches
valleys
rivers
countries
thank
think
Thursday
thumb
bring pictures of different scenes in Jamaica to create a class portfolio; write sentences about Jamaica for the portfolio; share stories of Jamaican folklore
use SJE speech patterns with greater consistency, e.g. “Our country has mountains”; “We live in the parish of----- “
engage in counting activities; e.g. counting the parishes in Jamaica; learn the numerals and their names 1-14, and write them
associate numerals with groups of objects representing them; match numerals to their names; using concrete objects, build sets of 14 using various combinations, e.g. 10+4 ; 13+1; 3 +11; 7 + 7
collect items to put in their Nature Corner, e.g. shells, stones, sand, seed pods; observe, discuss and classify the different types of items collected, e.g. by colour, size, shape, texture and other attributes
listen to and identify the /th/ sound in rhymes, sentences and poems; recognize words with the /th/ sound at the beginning; use words to make sentences; write sentences in their books; recognize and use capital letters appropriately
engage in a pretend “Round the Island Marathon” using different movements, e.g. running, jumping, skipping, marching, walking
191
SIGHT WORDS
(name of students’
town or district)
may
at
live
where
here
one
two
three
four
five
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
SUB THEME: The
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
Research the physical features of Jamaica, e.g. mountains and rivers
Create a large outline of Jamaica in an outdoor space for children to move around
Provide materials for children to work with and encourage them to bring in discarded and recycled materials to make useful things
Provide many items for children to practise counting, grouping and regrouping, making sets and combining sets
Post several words with initial /th/ sound around the classroom
Interacting with and Supporting Children
›
›
›
›
Draw children’s attention to the wonders and beauty of the natural environment while outdoors – the sky, clouds, mountains, plants and animals; encourage them to express how they feel about nature
Help to develop children’s environmental awareness by engaging them in discussions about how to help preserve their beautiful country
Have children plant a garden and celebrate the harvest to help them understand the benefits of caring for plants and animals
Read to children on a regular basis
FIVE–YEAR–OLDS
|
Jamaica Land We Love
Beauty of Our Land
192
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- use SJE speech patterns to make statements about features of Jamaica?
- count out fourteen objects?
- associate numerals with corresponding number of objects up to 14?
- match numerals with their written names?
- build sets of 14 in different grouping combinations?
- make the /th/ sound?
- identify the /th/ sound at the beginning of words?
- read words beginning with “th”?
- recognize when to use capital letters?
- create a sentence using a given word?
INVOLVING PARENTS
› Ask parents and children to bring in discarded and recycled materials to make useful things as well as bring items such as stones and shells to establish a Nature Corner
› Ask parents to reinforce word recognition activities at home; engage their children in word search activities in newspapers, books and magazines
› Encourage parents to
- take children on outings to see some features of Jamaica, e.g. mountains, beaches or rivers and collect interesting objects on these trips, and to
examine the natural environment, e.g. a garden centre, coffee plantation or a waterfall, etc.
- provide opportunities at home for children to count, group, make sets of objects repeatedly
› Ask parents who are gardeners or farmers to come and help the children choose plants and explain good practices for caring for plants
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
›
We can have a lot of fun in Jamaica, at the beach, in the mountains or in our communities
Children and adults play games together at the beach, indoors and outdoors
We can have fun with shells at the beach, e.g. decorating sand castles
Shells come in different sizes, colours and patterns
We can use seashells for decoration and for making jewellery
When we listen to the sound in some shells, we hear the /sh/ sound; the /sh/ sound is represented by the letters “sh”
Shells are found on the shore; the words shell and shore begin with the /sh/ sound; some other words with the /sh/
sound at the beginning are: shirt, ship and shape
We should always care for our country; we can do so in
many ways; some of the ways are: putting garbage or litter in containers and not throwing it about, recycling, conserving materials, reusing rather than discarding,
planting trees rather than cutting them down
FIVE–YEAR–OLDS
|
Jamaica Land We Love
SUB THEME: The
Beauty of Our Land
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
›
beach
indoors
outdoors
shells
jewellery
decoration
recycling
conserving
garbage
litter
shore
read and look at books that tell stories about life in Jamaica
write and tell own stories about going to the beach and having fun; share stories in groups
identify and talk about things that can be picked up on the shore, e.g. shells; discuss what lives inside the shells
start a shell collection for display in the Discovery Corner; include variety of sizes, colours, patterns
engage in sequencing activities arranging shells from biggest to smallest; count and sort smaller shells by colour and pattern
listen to and make the sound they hear when they place large conch shells over their ears; search for words that begin with the letters “sh” and make the /sh/sound
use shells and other beads to make jewellery
demonstrate and tell ways in which they care for and preserve their environment; help to create compost and to recycle
discuss what will happen if they care or do not care for the environment; obey or disobey the environmental rules
participate in a playground clean-up
participate in word games such as “Island Hopping” and Hopscotch
participate in classroom duties, e.g. water plants, keep classroom floors litter free or empty garbage bins
193
SIGHT WORDS
for
with
see
May
six
seven
eight
nine
ten
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
SUB THEME: The
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
›
Collect a variety of shells; wash shells clean for display and use in sequencing and sorting activities
Develop with children rules for keeping the environment clean
and safe
Select appropriate books about Jamaica for the Reading Corner
Prepare sentence strips, word cards and number cards for children to use
Provide cards with digraph “sh” to be used in producing sound and building word families
Create a game board with markers for Island Hopping and Hopscotch games
Borrow books from the library that reflect sea life
Interacting with and Supporting Children
›
›
›
›
Encourage children to play cooperatively in groups and to wait their turn
Continue to observe children individually, assess their progress and provide necessary support to help them to improve
Provide adequate supervision for children when they are working with small beads
Encourage children to keep environment clean
FIVE–YEAR–OLDS
|
Jamaica Land We Love
Beauty of Our Land
194
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- tell some ways we can care for the environment?
- perform rostered classroom duties?
- produce the /sh/ sound and supply words beginning with “sh”?
- sort shells using at least one attribute?
- play games following the rules?
INVOLVING PARENTS
› Encourage parents to
- visit a river or beach with their children in theirs or a neighbouring parish
- help children to keep their surroundings clean
›
Ask parents to
- provide shells for children’s classrooms use
- read or tell stories about Jamaica to their children
›
Ask a person who makes jewellery out of shells to come and demonstrate
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
CONCEPTS AND CONTENT
›
›
Many people live in Jamaica; some are very well known and popular
People who are our leaders serve Jamaica in special ways; we are proud of them because they have helped to build our country; some of the people who serve as our leaders are
- The Prime Minister who is the leader of Jamaica
- The Prime Minister of Jamaica is _______
- The Governor General
- The Governor General of Jamaica is_______
- The Minister of Education
- The Minister of Education is _______
›
›
›
There are many other Ministers who work with the Prime Minister
Some Jamaicans are well known because of their music and songs
Reggae is the most popular music; Dance Hall music is
also very popular; Bob Marley and the Wailers are
legendary musicians of Jamaica; there are many other famous Jamaican musicians, e.g. Shaggy and Sean Paul
FIVE–YEAR–OLDS
|
Jamaica Land We Love
SUB THEME:
Interesting Jamaicans
SUGGESTED LEARNING ACTIVITIES
Suggested Duration:
2 Weeks
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
leaders
serve
The Prime Minister
of Jamaica
The Governor General of Jamaica
The Minister
of Education
Bob Marley and
the Wailers
reggae
musician
before
after
identify some well known leaders of Jamaica from pictures, e.g. Prime Minister, Governor General, Leader of the Opposition, Minister of Education; write their names to label pictures
create two pictures of each and create a matching game;
look at books, photographs, posters of Jamaican leaders of past and present; read about them on sentence strips and in books
identify letters on the computer keyboard and create own lists of short words
do a variety of puzzles from pictures of Jamaican leaders
use SJE speech patterns to introduce themselves as different leaders, e.g. “I am the Prime Minister”, “I am the Leader of the Opposition”
cut and paste pictures of various Jamaican leaders into a scrap book; write names under each picture
use number line to identify the positions of numbers in a sequence, e.g. 6 comes before 7, 9 comes after 8
listen to and identify different types of Jamaican music, e.g. mento, reggae
dance to music; name singers and musicians they know of
listen to the musical story of “Shaggy Parrot and the Reggae Band”
195
SIGHT WORDS
come
are
them
about
around
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
SUB THEME: Interesting
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
› Prepare
- pictures with past and present leading figures in Jamaica (Prime Minister, Governor General)
- name cards and simple sentence strips about our leaders
›
›
›
›
›
Do research on the different personalities; discuss the role of women in government; e.g. Portia Simpson Miller
Plan for the visit of a resource person, e.g. a sports figure, musician
or dancer
Provide materials for imaginative play and role-playing interesting persons
Prepare tape recordings of Jamaican music
Provide percussion instruments (ready-made or improvised)
Interacting with and Supporting Children
›
›
Help children to prepare interview questions
Provide opportunities to help children to demonstrate various skills, e.g. speaking, singing, dancing, running, playing games
FIVE–YEAR–OLDS
|
Jamaica Land We Love
Jamaicans
196
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify by name at least one Jamaican leader?
- write about interesting people in Jamaica?
- identify the position of a number on the number line, using terms “before” and “after”?
- listen to and identify different types of Jamaican music?
- dance to different types of music?
INVOLVING PARENTS
Encourage parents to
- take their children to various sporting activities in Jamaica
- point out and talk about different interesting Jamaicans seen on
television
- take children to the library to find pictures or information on
interesting Jamaicans
- visit National Heroes Circle with their children
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
CONCEPTS AND CONTENT
›
›
›
›
›
›
Some Jamaicans are well known in our culture and the arts; two of these are Louise Bennett (Miss Lou) – poet and storyteller, and Oliver Samuels – comedian
Some Jamaicans are well known because they do very well in sports
Many Jamaicans take part in a wide range of sporting events; football is a very popular game in Jamaica; other games include cricket, table tennis, track and field and netball
Some well known Jamaicans in sports are Usain Bolt, Asafa Powell, Veronica Campbell, Merlene Ottey, Donald Quarrie and Courtney Walsh
There are many stories about our interesting and famous Jamaicans
The words Jamaica, main and pain have the long /a/ sound
FIVE–YEAR–OLDS
|
Jamaica Land We Love
SUB THEME:
Interesting Jamaicans
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
Louise Bennett
Oliver Samuels
Usain Bolt
Asafa Powell
Veronica Campbell
Merlene Ottey
Donald Quarrie
Courtney Walsh
culture
arts
comedian
excel
Jamaica
main
pain
set up a Meet and Greet Corner; dress up and pretend to be
a famous Jamaican of choice from music, sports and cultural arts; interview each other; show and tell what each
famous Jamaican was or is famous for, e.g. singing, dancing
or storytelling
draw a picture of a famous Jamaican and write one sentence about him or her; display work in the Meet and Greet Corner
cut pictures of different personalities from newspapers and old magazines and identify each by name; group different pictures under categories labeled: Music, Arts, Sports
work in groups to play different outdoor games, create and perform dances; sing songs; dramatize and tell stories;
put on a concert and if possible invite other classes, teachers and parents to attend
learn and recite a poem by Louise Bennett
engage in counting activities, counting the number of persons in each area, comparing “more than”, “less than” and “same”; write numerals
make the long /a/ sound in the words “main” and “pain”
identify words with the long /a/ sound, e.g. Jamaican, main, pain, nail and paid
use “ai” words in word building, reading and creative writing activities
197
SIGHT WORDS
now
long
said
pretty
old
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
SUB THEME: Interesting
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
Organize a game for children to play, e.g. Little Cricket, netball, foot
ball or baseball
Provide percussion instruments (ready-made or improvised) for use in musical activities
Source pictures of various interesting or famous Jamaicans
Work with parents to organize a class concert
Research and select an appropriate Louise Bennett poem for children to learn; find a short excerpt in SJE from a Jamaican author for
children to learn
Continuously review and add sight words to word wall
Encourage children to participate in the concert
Encourage children to cooperate as they work in groups
Standard Jamaican English for children to practise
FIVE–YEAR–OLDS
|
Jamaica Land We Love
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify sets that show more than, less than and equal sets?
- play willingly and cooperatively?
- identify the long /a/ sound?
- supply words with the long /a/ sound?
- build and use words with the long /a/ sounds in writing activities?
INVOLVING PARENTS
Encourage parents to
- take their children to see any cultural activity, e.g. a sporting event, the Pantomime or a concert
- help in providing necessary materials for classroom instruction
- assist in making things for outdoor games
- collect and send in pictures, or magazines with different interesting persons in Jamaica
- use SJE in speech at home
Interacting with and Supporting Children
›
›
›
Jamaicans
198
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
Jamaica is known for its beauty, its warm and friendly people, its weather and its clean and fresh water
Many visitors come to Jamaica; these visitors are called tourists; a tourist is a person who visits another country to relax and have fun
Tourists come to Jamaica from different countries such as England, Canada, the United States of America, Japan
They come to Jamaica because it gets very cold in their countries and they like our warm weather
We can make our visitors feel welcome by being kind and friendly to them; when we make them feel welcome they will want to return to our country
Visitors will want to come to our country if we care for our environment
We can care for the environment and our country Jamaica by keeping our surroundings clean and safe, caring for our trees and other plants, protecting our wildlife and domestic animals, not polluting our rivers and seas, putting our
garbage in the right places and living at peace with each other
FIVE–YEAR–OLDS
|
Jamaica Land We Love
SUB THEME:
Our Visitors
SUGGESTED LEARNING ACTIVITIES
Suggested Duration:
2 Weeks
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
›
weather
relax
beauty
visitor
environment
tourist
garbage
protecting
polluting
wildlife
domestic
friendly
who
where
how
when
why
learn and sing songs about Jamaica such as:
“Oh Island in the Sun”, “Jamaica Land of Beauty”, the
National Anthem and others
move to music and use percussion instruments to
accompany songs
learn and recite the National Pledge, poems about Jamaica
talk about the visitors who come to Jamaica, where they come from, how they come, when they come and why
they come
locate where they come from on a world map
review and practise making sets relating to the number of tourists coming from different countries
create a simple graph to show the number of visitors arriving from different countries
make a variety of posters that advertise and welcome our visitors to Jamaica
practise appropriate use of capital and common letters in writing messages on posters, e.g. “Welcome to Jamaica”, “Enjoy your stay here”, “We love our visitors”, “Have fun in the sun”
engage in activities such as sorting to dispose of garbage; create labels for garbage bins, e.g. “plastic only” or “paper only”; use safe recycled materials (trashables) in various creative and artistic ways
engage in bird and butterfly watching; talk about the experience and write in their journals about it; classify butterflies by colour and size; discuss the life cycle of the butterfly; sequence life-cycle cards
create vegetable and garden patches and observe and document the growth of plants
199
SIGHT WORDS
their
saw
look
some
after
help
call
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
SUB THEME: Our
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
›
›
›
Provide CDs or tape-recorder with songs for children to learn
Display charts with National Pledge and National Anthem
Prepare poems on large wall charts
Do research on tourism to be knowledgeable about the topic
Provide a world map
Provide materials to assist children in making posters and signs, e.g. large sheets of paper, cardboard, markers, paint and glue
Prepare picture cards with the life-cycle of the butterfly
Provide seeds and garden tools for garden patch
Interacting with and Supporting Children
›
›
›
›
›
Use questioning to stimulate discussion
Guide children in making decisions about caring for the environment
Encourage children to care for their environment in different ways
Support children as they express themselves using different media
Pay attention to children’s handwriting techniques, e.g. position, grasp
and pressure
FIVE–YEAR–OLDS
|
Jamaica Land We Love
Visitors
200
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- sing at least the first verse of the National Anthem?
- recite the National Pledge?
- describe who a tourist is?
- locate and identify on a map at least one country from which
tourists come?
- make and display a poster for tourists?
- classify butterflies by at least one attribute?
- predict what would happen if we do not care for our plants and
animals?
INVOLVING PARENTS
Encourage parents to
- sing and recite with children songs and poems about Jamaica
- find out about tourism in Jamaica so that they can talk about it with their children
- assist the practitioner in obtaining information about the topic of tourism
- practise recycling at home and involve their children
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
CONCEPTS AND CONTENT
›
›
›
›
›
The Minister of Tourism is _________
Most countries have special food that the people enjoy; this food is called the National Dish; in Jamaica, our National Dish is ackee and saltfish
Some other popular foods are potato pudding, roasted breadfruit, bammy, coconut drops, grater cakes, tamarind balls, patties, sugar cane, jerked chicken, escoveitched fish and mangoes
Many tourists like Jamaican food
Our visitors stay in hotels, guest houses, villas and cottages; most of these houses are in the main tourist areas such as Montego Bay, Ocho Rios and Negril
FIVE–YEAR–OLDS
|
Jamaica Land We Love
SUB THEME:
Our Visitors
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
tourism
Montego Bay
Negril
Ocho Rios
bammy
coconut drops
hotels
villas
guest houses
cottages
escoveitched fish
cut pictures of the Minister of Tourism and of tourists, from newspapers and magazines; paste pictures of the Minister in a scrapbook and write a few sentences about his or her role
participate in a Tourism Awareness Day including display and tasting of foods; display their different talents, e.g. dancing, singing, art and craft and academic work
dress up and pretend being tourists on the beach wearing hats, sun glasses and beach wraps
set up a make-believe restaurant; pretend to be ordering a meal from the menu; use real or toy money to pay the bill
talk about the ingredients of our National Dish
colour illustrations of some of the foods that our visitors eat; write the names of different foods
cut out pictures from magazines and newspapers to create a montage or book of the different dishes served to tourists; identify the foods that make up the menu
locate main tourist towns on a map of Jamaica
talk about the residences; e.g. hotels, guest houses that tourists stay in; describe shape, size, colour
work in groups to construct a make-believe hotel from large carton boxes; draw windows and doors; paint in various colours; use building blocks for constructing make-believe buildings
visit a hotel, if possible
201
SIGHT WORDS
their
saw
look
some
after
help
call
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
SUB THEME: Our
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
Provide
- picture(s) of the Minister of Tourism
- a print rich environment for children to manipulate reading materials, e.g. books
- large carton boxes for children’s use in constructing replicas of tourist residences, e.g. hotels and villas
- variety of building blocks for children’s use
- items to facilitate “restaurant” role-play
- map of Jamaica
- art materials
- clothes for role-play
- real or play money for children to use in role-play
›
›
Prepare display area for Tourism Awareness Day
Collect magazines and newspapers for children’s use
Interacting with and Supporting Children
›
›
›
›
›
Encourage children to work cooperatively in groups
Encourage children to provide peer support within small groups
Emphasize the importance of being courteous and helpful to others, especially people from different cultures
Provide opportunities for children to talk freely in SJE
Encourage higher level thinking in children by asking, “Why... ?” and
“How... ?”
FIVE–YEAR–OLDS
|
Jamaica Land We Love
Visitors
202
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify and name the Minister of Tourism?
- participate willingly in group work activities?
- tell the ingredients in Jamaica’s National Dish?
- give and follow instructions in role-play?
- write the name of at least one Jamaican food?
INVOLVING PARENTS
› Invite parents to participate in Tourism Awareness Day activities
› Encourage parents to
- help children to collect pictures of some of Jamaica’s tourist attractions, Jamaican foods, etc.
- talk with children about their culture, food, music, dance
- help children find pictures of tourists enjoying Jamaica’s attractions
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
CONCEPTS AND CONTENT
›
›
›
›
›
›
Jamaica has many attractions that tourists enjoy; some of these are Dunn’s River Falls, Green Grotto Caves, Rose Hall Great House, Devon House and Emancipation Park
Tourists enjoy various activities such as river rafting, scuba diving, climbing the Blue Mountains, sight-seeing, sunbathing, horseback riding and golf
They enjoy our beaches and watersports
Tourists enjoy our music; there are many music forms in Jamaica such as ska, rock-steady, mento, jazz, and reggae
The words seeing and green have the long /e/ sound; the
/e/ sound is represented by the letter “E” “e”; the capital letter is written “E”, the common letter is written “e”
When tourists leave Jamaica, they like to take home
Jamaican gifts, souvenirs, T-shirts, jewellery, shells, coffee and other items for their family and friends
FIVE–YEAR–OLDS
|
Jamaica Land We Love
SUB THEME:
Our Visitors
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
tourist
attractions
ska
reggae
rock steady
mento
jazz
add
subtract
number line
seeing
green
tour guide
get into groups and each group find out (research) and talk
about one tourist attraction
role-play being tour guides to groups of tourists; make two groups – tour guides and tourists with tour guides giving instructions to tourists as to how they will spend the day, where they will go, what they will see, and tourists asking questions and talking about what they are seeing
use Standard Jamaican English to express themselves
count the number of tourists on the bus, how many get on, and get off at the different places
associate numeral with the number of tourists on bus
engage in word problem-solving activities, using addition and subtraction facts
use number line to add and subtract numbers
play reading game “Let’s Climb the Dunn’s River Falls”; help to create a waterfall using discarded materials for the game, involving reading words with long /e/ sound from flashcards; children who identify the words will fall into the “river”
practise reading and writing words with the long /e/ sound in free and teacher-directed activities
use recycled materials to make souvenirs for the “tourists” to buy to take home, e.g. printed t-shirts, jewellery, hats, trinket boxes and bags
203
SIGHT WORDS
that
some
then
when
could
did
from
5–YEAR–OLDS
Term 3
THEME:
JAMAICA LAND WE LOVE
SUB THEME: Our
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
Ensure that a variety of dress-up clothes is provided for children to role-play tourists
Prepare beforehand writing exercises for children to practise penmanship
Make name cards, labels, reading cards, flash cards and sentence strips for children to use in activities
Provide counters and number line strips for maths activities
Create the props for the “Let’s Climb the Dunn’s River Falls” game
Interacting with and Supporting Children
›
›
›
›
Encourage children to work together in groups and praise them for their efforts
Provide opportunities for children to read, write, and share what they write with others
Assist children in making souvenirs
Provide help when necessary to slower children
FIVE–YEAR–OLDS
|
Jamaica Land We Love
Visitors
204
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- use Standard Jamaican English to express themselves?
- work cooperatively in groups?
- use the number line to solve problems?
- talk about at least one tourist attraction?
- participate in group activities taking on leadership roles?
- identify and reproduce the long /e/ sound?
- read words with the long /e/ sound?
INVOLVING PARENTS
Encourage parents to
- work with children, using counters to reinforce number knowledge
- read daily to their children
- provide children with story and other books
- institute a “reading period” for their children at home
- organize a “borrow a book” programme for families
- visit a local tourist place of interest
- visit school to help in making items from discarded materials
5–YEAR–OLDS
Term 3
THEME:
THE WEATHER
SUB THEME: What
CONCEPTS AND CONTENT
›
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There are many types of weather – sunny, rainy, windy, cloudy, partly cloudy, stormy, foggy, snowy
Weather symbols and weather words can be used to keep a log of the weather
The sun comes up in the morning and goes down in the evening
The weather report and forecast are given on television and radio each day
Jamaica has mainly sunny weather; we also have rainy and dry seasons; some countries experience spring,
summer, autumn and winter seasons
We can describe the type of weather by adding ‘y’ to the end of a weather word, e.g. wind/windy; rain/rainy; cloud/
cloudy; storm/stormy; snow/snowy
The words weather, work and window begin with the /w/ sound; the /w/ sound is represented by the letter
“W” “w”; the capital letter is written “W” and the
common letter is written “w”
FIVE–YEAR–OLDS
|
The Weather
is the Weather Like?
SUGGESTED LEARNING ACTIVITIES
Suggested Duration:
1 Week
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
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›
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›
weather
symbol
spring
summer
autumn
winter
seasons
sunny
rainy
windy
cloudy
foggy
snowy
report
forecast
stormy
words
work
window
radio
make symbols to represent the types of weather and use symbols and words to keep a daily weather log (chart)
plot a pictograph of the weather for the week; count the number of sunny days and compare to the number of cloudy, windy or rainy days
listen to and identify taped sounds of wind, rain and thunder; create a dance to depict different weather conditions
sing and do finger plays to song “Incy Wincy Spider” and talk about the weather;
colour and label pictures of different weather conditions – sunny/rainy/windy/cloudy/stormy/snowy; make sun catchers and wind chimes from a variety of materials;
create a collage of the four seasons
dress up as a weather reporter giving the weather report; use a map of Jamaica and weather symbols as props
listen to stories and view pictures of weather conditions in spring, summer, autumn (fall), winter in other countries and describe how they think it would feel to experience that kind of weather
listen to and discuss the story of “The Wind and Sun”; (Aesop’s Fables); make a journal entry about the weather
go on a visit to the television or metereological station or invite a “weatherman” to talk about the weather
experiment with water in its different states; observe effects of heat and cold on water
write and read sentences and stories using weather words: sun/sunny; rain/rainy; wind/windy; cloud/cloudy; storm/
stormy
listen to, identify and reproduce the /w/ sound in the initial and final positions, e.g. weather, wow and willow
205
SIGHT WORDS
were
yellow
look
fall
this
know
5–YEAR–OLDS
Term 3
THEME:
THE WEATHER
SUB THEME: What
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
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›
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›
›
is the Weather Like?
Prepare, collect and have available for display pictures,
stories, charts, posters and taped sounds of weather
conditions
Create a Weather Centre for display of weather instruments and weather chart (log)
Prepare a large map of a Jamaica and weather symbols for weather reporter role-play
Provide a variety of materials to make weather collages and pictures
Prepare weather word cards
Update classroom library with books on the weather
Make adequate preparations for field trips
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- make weather symbols and use weather words?
- create weather scenes using different media?
- identify words beginning with the /w/ sound?
- construct a pictograph and use it to compare weather conditions?
- sound out simple words using consonants, vowels?
- participate in creative writing activities?
- demonstrate willingness to experiment?
INVOLVING PARENTS
Interacting with and Supporting Children
›
›
›
›
›
Praise children’s creative efforts in art work, writing words, sentences, stories, etc.
Provide opportunities for sharing written work
Encourage good listening habits and showing respect for what each person has to say
Encourage social graces, e.g. “Good morning”, “Good afternoon”, “Good evening”
Observe and note each child’s efforts and challenges in sounding out words and writing, and provide necessary support
FIVE–YEAR–OLDS
|
The Weather
206
Ask parents to
- talk to children about the weather and encourage them to watch the weather report and forecast on television
- talk with their children about their own experiences with the weather, especially when visiting other countries
- assist their children to collect pictures and stories of weather conditions in Jamaica and other countries
- help their children to identify weather symbols and weather words
5–YEAR–OLDS
Term 3
THEME:
THE WEATHER
SUB THEME: What
CONCEPTS AND CONTENT
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We experience different temperatures in different weather conditions; temperature can be cold, warm or hot
We can compare temperature using the following terms: warm/warmer/warmest; hot/hotter/hottest; cold/colder/
coldest
The thermometer is used to measure temperature
Rainfall can be heavy or light
The amount of rain that falls can be measured by a
rain gauge
A rainbow sometimes appears when it rains while the sun is shining
A rainbow has many colours: red, orange, yellow, green, blue, purple; a rainbow is formed when the sun shines through water droplets in the air
The words hello, and cold have the long /o/ sound
Wind is moving air; wind makes the leaves and branches of trees sway, flags flutter, and windmills turn; we can fly kites on a windy day
In Jamaica we experience hurricanes with heavy wind
and rain
FIVE–YEAR–OLDS
|
The Weather
is the Weather Like?
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
warm/warmer/warmest
hot/hotter/hottest
cold/colder/coldest
thermometer
rainbow
kite
sway
flutter
windmill
turn
hurricane
air
rain gauge
evaporation
heavy
light
hello
cold
compare the temperature of cold and warm water by using fingers and a thermometer; observe and record the daily classroom temperature using a wall thermometer; record the temperature outside in the sun and in the shade and compare the differences
recycle plastic bottles to make rain gauges marked at 1cm intervals; use their rain gauges to measure the amount of rainfall each day
simulate rainfall using a watering can
sing songs and say poems and rhymes about the rain and rainbows; identify the colours of the rainbow and colour a picture of a rainbow; draw a scene that includes a rainbow
make a kite, a windmill and a Jamaican flag and use them on windy days, describing and demonstrating the type of
movements, e.g. flutter or sway; make a kite out of a plastic bag and string and have the children run and “catch the air”
role-play a tree, during a gentle breeze and a stormy wind; make the sound of the wind
wash pieces of cloth or clothes from the Dress-up Corner and hang them out to dry; estimate and then compare the time clothes take to dry in windy, sunny, shady locations; discuss which weather conditions are best for drying clothes
pour water in a clear plastic jar; mark a line at the water level; place jar on a window ledge or outdoors and check the level each day; discuss the meaning of evaporation
put their names in alphabetical order, using the first letter only; make up a series of names for hurricanes in alphabetical order (boys names/girls names)
sing and dance to song “Wild Gilbert”
207
5–YEAR–OLDS
Term 3
THEME:
THE WEATHER
SUB THEME: What
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
Create a Weather Centre with pictures of the weather and display weather instruments and weather chart
Mount a wall thermometer inside and outside
Collect clear plastic bottles to make weather instruments
Provide clotheslines, clothespins, small clothes items, containers with water for washing
Provide materials to make kites, flags and windmills; prepare word cards for each
Interacting with and Supporting Children
›
›
›
›
|
The Weather
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- identify temperature as warm or cold?
- use the rain gauges and compare rainfall?
- identify the colours of the rainbow?
- role-play a tree on a windy day?
- compare time taken to dry clothes in different locations?
- make up a series of alphabetical names for hurricanes?
INVOLVING PARENTS
Be sensitive of children’s fear of particular weather elements and talk with them about how they can protect themselves from the weather
as necessary
Assist children in examining details about the weather and when
preparing for role-play
Encourage children to practise measuring temperature and volume
of water
Assist children when using the weather instruments
FIVE–YEAR–OLDS
is the Weather Like?
208
Ask parents to
- make kites for the children and practise flying them on open lots (teach them safety precautions i.e. not to go near electrical wires)
- talk with children regularly about various weather conditions and various natural disasters that occur in Jamaica
- discuss with their children ways to protect themselves from bad weather conditions
- read a wide variety of stories to children
- collect and take in clothes and accessories for the Dress-up Corner
5–YEAR–OLDS
Term 3
THEME:
THE WEATHER
SUB THEME: Dressing
CONCEPTS AND CONTENT
›
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We wear clothes to suit different weather conditions
On sunny days we wear cool clothes like cotton shorts and tops, hats and caps
On sunny days we can wear sunglasses, sandals, or bathing suits for the beach
When the weather is windy we can wear sweaters or jackets
When it is rainy we wear undershirts, raincoats and
water-boots and we take along our umbrellas
Umbrellas protect us from the heat of the sun and also from the rain; umbrellas can be used on sunny or rainy days
Raincoats and umbrellas are made from waterproof material
We should protect our eyes from strong sunlight
In Jamaica we experience cool or cold weather in the months of December, January and February
We wear coats, sweaters and jackets when the weather
is cold
The words undershirt and umbrella begin with the
/u/ sound; the /u/ sound is represented by the letter
“U” “u”; the capital letter is written “U” and the common
letter is written “u”
FIVE–YEAR–OLDS
|
The Weather
Suggested Duration:
1 Week
for the Weather
SUGGESTED LEARNING ACTIVITIES
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
warm
waterproof
jacket
umbrella
undershirt
raincoat
water-boots
umbrella
suit
use Dress-up Corner and select clothes to wear on a cold
or hot day; explain why the clothes are suitable; group clothes in the Dress-up Corner into ‘cold weather clothes’ and ‘warm weather clothes’; make an Experience Chart using pictures of clothes from magazines.
talk about items of clothing that keep feet warm; sort and match socks by colour, size, texture
compare sizes of the brims of different sun hat; talk about each hat and where it was bought or found
decorate sunglass frames and visors made from cardboard; attach strings for securing them when being worn; have fun modeling their fashion sunglasses and visors
experiment with different types of fabric and sprinkle “raindrops” on each; observe which fabrics become soaked and which ones are waterproof; identify which fabric would be suitable for making raincoats
dress cardboard dolls using paper clothing suitable for the weather
experiment with sponges and other materials which absorb water and become “soaked”
fit together jig-saw puzzles showing people dressed for the weather
count by two’s to find out the number of water-boots needed for each group and for the whole class
listen to and idenify the /u/ sound in words
209
SIGHT WORDS
into
over
take
how
your
5–YEAR–OLDS
Term 3
THEME:
THE WEATHER
SUB THEME: Dressing
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
Collect clothes for the Dress-up Corner – include ‘cold weather clothes’ and ‘warm weather clothes’
Provide container with variety of fabric types, e.g. waterproof , porous; sponges of different colours, sizes, shapes
Provide pre-cut cardboard dolls and paper dolls clothes and water boots
Write letter informing parents about the fashion parade
Interacting with and Supporting Children
›
›
›
|
The Weather
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- sort clothes in the Dress-up Corner as ‘cold weather clothes’ and ‘warm weather clothes?’
- identify which fabrics are waterproof?
- participate in singing rainy day songs?
- count by two’s?
INVOLVING PARENTS
Encourage children to engage in activities in the Weather Centre
Promote a spirit of cooperation among children while they engage in group activities
Encourage children to talk about their work with others in a group, commend each other for their work and efforts
FIVE–YEAR–OLDS
for the Weather
210
Ask parents to
- send in clothes for Dress-up Corner to be used for various occasions and types of weather
- cut pictures from magazines and newspapers showing clothing
suitable for various weather types and paste in scrapbook
- help to cut out paper dolls, dolls clothes and waterboots for
children’s use
- provide appropriate clothing for the fashion parade
5–YEAR–OLDS
Term 3
THEME:
THE WEATHER
SUB THEME: Whether
CONCEPTS AND CONTENT
›
›
›
›
›
›
›
Lots of things you do depend on the weather, sunny days are for playing outdoor games/sports, swimming, flying a kite, washing clothes, sweeping the yard, washing the car
On rainy days we stay indoors and have fun reading books, playing games, doing craft activities, watching television and playing computer games
On rainy days outdoors we can use paper-boats for racing and we can jump into puddles for fun
On a hot sunny day we drink ice-cold drinks and lots of water
On a cold or rainy day we drink hot soups and beverages
Igloos and Thermos flasks can be used to keep cold foods and drinks cold and can also be used to keep hot food and drinks hot
The words zinc, zero and buzz have the /z/ sound at the initial and end positions; the /z/ sound is represented by the letter “Z” “z”; the capital letter is written “Z”, and the common letter is written “z”
FIVE–YEAR–OLDS
|
The Weather
the Weather
SUGGESTED LEARNING ACTIVITIES
Suggested Duration:
1 Week
VOCABULARY
Children will engage in a wide range of activities in which
they can
(Not to be used as a
list for spelling)
›
›
›
›
›
›
›
›
›
›
›
indoor
outdoor
Igloos
Thermos
flask
computer
television
puddle
beverage
floaters
sinkers
zinc
zero
buzz
learn and say poem, “Whether the Weather”
draw pictures of things we do on sunny, rainy and windy days; write about the pictures and talk with each other about what they have written
organize a display of their work
play a variety of outdoor games
identify, create and engage in a variety of “rainy day” games and activities for indoors
read their favourite story books and dramatize being the characters; suggest a different ending to the story
go ‘shopping’ in the Shop Corner to buy items for making a cool drink; add up the cost of the items and make change
help to mix the drink and share for the class; place ice in the jug and notice how the water level rises; observe the
melting process; experiment with various insulated containers
pretend swimming in a make-believe pool; use non-
standard units to measure the perimeter of the pool; write and display own written rules for using the swimming pool
make and sail paper boats; experiment with sinkers and floaters and how to make floaters into sinkers
listen to words with the /z/ sound; create nonsense words and rhymes using the /z/ sound
211
SIGHT WORDS
with
just
came
was
back
5–YEAR–OLDS
Term 3
THEME:
THE WEATHER
SUB THEME: Whether
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
›
›
›
›
›
Prepare puzzles and games for children
Display books in Reading Corner for children to read and share
with others
Become familiar with current TV programmes and cartoons
Provide a variety of insulated containers for children to experiment with
Create a make- believe swimming pool, e.g. using a clean blanket or clean blue tarpaulin
Interacting with and Supporting Children
›
›
Supervise children while doing puzzles and encourage them to help each other
Praise children for their efforts frequently
FIVE–YEAR–OLDS
|
The Weather
the Weather
212
Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Were children able to
- draw pictures and talk about things we do on sunny, rainy and
windy days?
- suggest an alternative ending to a story?
- calculate the cost of items from the Shop Corner and make change?
- contribute to measuring the perimeter of the make-believe pool?
- experiment with various containers to prevent ice from melting?
- make sinkers out of floaters?
INVOLVING PARENTS
Ask parents to
- help children fit jig-saw puzzles together
- have children help with shopping, learning about money and how to count change
- engage children in mixing cool drinks and reading simple labels on drink containers
- play outdoors with children
- read to children
- censor the television programmes that their children watch
5–YEAR–OLDS
Term 3
THEME:
THE WEATHER
SUB THEME: Weather
CONCEPTS
CONCEPTS
ANDAND
CONTENT
CONTENT
Woes
SUGGESTED
SUGGESTED
LEARNING
LEARNING
ACTIVITIES
ACTIVITIES
Children will engage in a wide range of activities in which they can
›
›
›
›
›
›
›
›
›
›
Too much or too little rain can be dangerous
We experience drought when there is too little or no rain for a long time
We can experience flooding when there is too much rain
Droughts can cause plants and animals to die and people cannot get enough water for use
In Jamaica the hurricane season runs from July to September each year
Hurricanes bring a lot of rain and can be harmful; homes may become flooded by such continuous heavy rains
We can prevent landslides and flooding by not cutting down our trees and forests
We can prepare for a hurricane or storm by
battening down the windows, using storm
shutters, getting food supplies, candles, matches, and batteries from the shop
Fishermen cannot go to sea during a storm be
cause the sea will be too rough
During the hurricane season everyone should pay close attention to the radio and television for weather advisories and warnings
FIVE–YEAR–OLDS
|
The Weather
›
›
›
›
›
›
›
›
›
›
›
›
›
›
›
›
listen to and discuss the stories of “Noah and the Ark” and “Joseph
in Egypt”
use a piece of aluminium foil to create sun reflectors
make sun tea by using a large plastic jar with a lid, filled with water; place tea bags inside and place in strong sunlight until the water heats up and “cooks” the tea
assist in creating a garden; water one half and not the other; observe what happens
spread out blankets, lie on them to watch the clouds and discuss what they see – shapes, images, etc.
plant peas, corn and other vegetables in a sunny location and water them each day; measure the height of plants weekly and record on a chart
Write simple instructions for planting a seed; read the story “Jack and the Beanstalk”
make a collage of the garden using shapes – circle, triangle, square, rectangle, oval, heart, diamond, star
participate in container gardening at school
talk about water conservation practices and what happens during a drought
make a shopping list of essential items and food needed to prepare for a hurricane; use in Shop Corner role-play
demonstrate a calm sea and a rough sea using a bowl of water and a small boat; using a comb to create waves; make a magnetic fishing game; use
fish as counters to calculate simple addition and subtraction problems
go on a fact-finding trip around the community to identify emergency shelters; write the names of the emergency shelters in their journals
review emergency numbers and personal information; share these among their peers
use real telephones to practise dialing various emergency and
personal numbers
Discuss pollution in the seas and say how we can keep our water clean by recycling plastic bottles, instead of throwing them in rivers and gullies
213
Suggested Duration:
1 Week
VOCABULARY
(Not to be used as a
list for spelling)
drought
flooding
hurricane
storm
heavy
batten
candle
shutters
emergency
supplies
battery
rough
forest
matches
SIGHT WORDS
from
don’t
every
any
want
July
August
September
5–YEAR–OLDS
Term 3
THEME:
THE WEATHER
SUB THEME: Weather
PRACTITIONER STRATEGIES
LOOK, LISTEN, NOTE
Preparing for Learning
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Observe and note each child’s performance and progress when appropriate.
Record anecdotal comments and remarks regularly.
Prepare the Shop Corner with items for hurricane preparation
Make model boats from trashables
Prepare containers for gardening activities
Make a magnetic fishing game
Add new words to Word Wall
Make sentence strips to facilitate reading
Make list of children’s names and numbers and place list by toy
telephone/ real telephone
Were children able to
- follow instructions for planting peas, corn, other vegetables or trees?
- measure the height of the plants and record on a bar chart?
- calculate simple addition and subtraction problems?
- make a shopping list of essential items and food needed to prepare for a hurricane?
INVOLVING PARENTS
Interacting with and Supporting Children
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Give children the opportunities to practise using puzzles, jig-saws, magnetic fishing games
Teach children their personal information for emergency situations
Encourage children to increase their interest in books
FIVE–YEAR–OLDS
|
The Weather
Woes
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Ask parents to
- talk about hurricane preparation
- teach children how to protect themselves in their homes during
a hurricane
- share their experiences of hurricanes with their children
- teach children personal information (names, parents’ full names,
address, telephone number, name of school, name of community)
- read to their children daily
APPENDIX
A. Literacy Skills for Early Childhood Development
The early childhood period is characterized by tremendous growth. Language development occurs at a pace which is not replicated at any
other time in the lifespan. The skills learnt at this stage will form the foundation for literacy development, a critical skill needed for survival
and the efficient functioning as an adult. Early childhood practitioners have the enormous task of ensuring the development and nurture of
these skills.
The Language Arts component of the Early Childhood Curriculum was developed so as to dovetail with the Language Policy of the Ministry
of Education (MOE) as well as with current trends in Early Childhood Development and the teaching of Language Arts.
Language is the engine which drives all literacy endeavours. Jamaica has a dual language system where the first or home language of most
children is the Jamaican Creole and not the Standard Jamaican English (SJE), which is the language of academia, aristocracy and international
communication. The Ministry of Education in acknowledging this situation has outlined the following position in the Jamaica Language
education Policy:
“Maintain SJE as the official language and promote basic communication through the oral use of the home language in the early years (e.g.
K-3) while facilitating the development of literacy in English.” (p.24)
Elements of this policy decision in real working terms include the acknowledgement that children will need to be supported in their efforts to
gain and be fluent in Standard Jamaican English. The MOE identified as necessary the following provisions:
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increased exposure to English, and particularly to idiomatic English, through different types of immersion;
guidance by linguistically aware teachers who can appreciate the importance of Creole;
opportunities to utilize a variety of indigenous forms – songs, poems, stories;
exposure to a significant amount of material with culturally relevant content and illustrations;
opportunities to hear and speak the target language in a variety of situations;
curriculum provisions sensitive to differences in maturity levels and interests of girls and boys.
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These are important considerations which Early Childhood practitioners must bear in mind as they deliver the highest quality of education to
their children.
Language Arts expresses itself in literature and linguistics. Language Arts can be defined as the creative use of the knowledge of the language
systems for social interaction. The components of Language Arts are listening, speaking, reading, writing, thinking and some persons add
visualizing and viewing. The Early Childhood Curriculum, Birth through Five years, covers all these areas. It will be noted, however, that
not all skills are addressed at every stage, neither is there equal attention paid to each component over the five years. This is because of the
developmental nature of language and the children’s development. It would be unrealistic, for example, to expect a three-month-old child
to have the cognitive and physical skills to listen to a story and then draw a picture representing the portion they enjoyed the most. This is
however, a fair expectation of a five-year-old.
Below is a guide to the Language Arts skills covered in the curriculum.
Language Art Component
Listening
Skills addressed
Responding to sound as a stimuli
Responding to speech sounds
Differentiating between high and low sound
Responding to melody and rhythm
Identifying similar and different sounds
Isolating sounds
Blending sounds
Manipulating sounds
Vocabulary development
Using voice to express emotions
Speaking
Promotion of speech sounds e.g. cooing,
babbling
Imitating speech sound
Replication of words and sounds
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Birth – Two Years
Three Years
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Four Years
Five Years
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*
Language Art Component
Viewing
Reading
Skills addressed
Naming objects
Using one-word sentences
Using simple two /three-word sentences
Using sentences with more advanced structures
Using courtesy words
Speaking with sensitivity to and audience.
Developing vocabulary
Focusing on a stimulus
Responding to facial expressions
Holding book upright
Turning pages left to right
Identifying familiar environmental print (signs,
logos, labels, e.g. KFC or STOP)
Identifying symbols(shapes, letters and numerals)
irrespective of font type or size
Identifying words irrespective of font
Interpreting pictures
Interpreting charts, tables and other diagrams
Identifying a piece of music
Gathering and summarizing information from
electronic and printed sources
Recalling facts and details
Main ideas
Understanding sequence
Making predictions
Finding word meaning in context
Drawing conclusion and making inference
Vocabulary
Comprehension
Letter knowledge
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Birth – Two Years
Three Years
Four Years
Five Years
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*
*
*
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*
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Language Art Component
Skills addressed
Birth – Two Years
Phonics
Sight words
Scribbling
Letter formation (upper and lower case)
Writing
Three Years
Four Years
Five Years
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Writing words
Writing sentences
Using correct spacing and letter formation
Using punctuation (full stop)
Visualizing/Representing
Creating songs and sounds
*
*
*
*
Creating/ Mimicking movements
Creating drawings and pictures
Creating models
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Creating charts, graphs and tables
*
*
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Creating posters, murals, photographs, dioramas,
puppets. Creating electronic text/graphics
*
*
*
Creating dramatic pieces,
Bibliography
Jamaica Language Education Policy ( 1999)
Reading Skills Pyramid by Time4Learning
http://www.sasked.gov.sk.ca/docs/ela/representing01.html
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B. Numeracy Skills for Early Childhood Development
Why teach mathematics to the young child? There are several reasons:
1) Mathematics is a life skill;
2) We need to lay the foundation for future learning of mathematics and logical skills;
3) Everything around us can be better understood with mathematics;
4) When children are young it is a good time for them to become interested in counting, sorting, building shapes, measuring
and estimating;
5) Children should be given the opportunity to experience mathematics as they play and explore their world;
6) Linking mathematics with the other disciplines such as music, science, nature and art can better help the child learn the subject.
With the Ministry of Education’s emphasis that “every child can learn; every child must learn”, practitioners and parents must seek to engage
young minds in a variety of interesting ways to learn mathematics.
The teaching and learning of mathematics can be very rewarding when the best methods are used to deliver the content. This curriculum has
built its foundation on how children learn best. The focus is on meaningful and active learning.
The five mathematics process strands are emphasized throughout this curriculum.
They are:
1) Communication – Children must be given the opportunity to talk about what they are learning. This means that they can express themselves through words, drawings and pictures. When children are given the opportunity to talk, it helps them to think about what they are doing and make their own thoughts clearer. It also improves their vocabulary.
2) Connection – Mathematics must be connected to real world situations, since connections make mathematics easier to understand. The use of stories, poems, finger plays, jingles and nursery rhymes is employed to help make mathematics meaningful to the child. Mathematics relates to many subjects such as science, art and music.
3) Problem solving – Mathematics is all about problem solving. Young children are eager to solve problems if given the time and the opportunity to do so. They also learn when they are given concrete objects to use, as well as when they are encouraged to tell how they worked out the answer to a given problem. Through problem solving children learn many different ways to find solutions to given scenarios. Problem solving involves the ability to explore, think and reason and helps to build language and social skills.
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4)
5)
Representation – The use of manipulatives, especially counters, and drawings must be a part of the mathematics lesson. These are children at the concrete operation level, while some may be at the semi-concrete level. Care must be exercised when using semi-
concrete ideas because not all children are able to operate at this level. Encourage children to use drawings to express their understanding of a given problem.
Reasoning and proof – Children love to express themselves. They must be encouraged to talk about their thinking. They should be given the time and opportunity to say how they arrived at their answer. To promote reasoning, ask the child relevant questions and give them the opportunity to answer.
Remember children learn best by doing. The use of play is crucial in the mathematics class. Practitioners must encourage children to use the
various learning corners in the classrooms as they explore mathematical concepts.
The mathematical concepts used in this curriculum are based on 4 of the 5 mathematics content strands.
These strands are:
1. Number
a. Pre Number
i) sorting and classifying
- same and different
- sorting in different ways - size, colour and shape
ii) position and location
- inside and outside
- over, under and on
- top, middle and bottom
- right and left
b. Numbers
i) rote counting
ii) numbers 1 to 100
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iii) fractions (whole, halves)
iv) joining sets
v) counting, reading and writing numbers
vi) comparing numbers
- more than
- less than
- one more than
- one less than
2. Geometry
Geometry and spatial sense
a) solids (3 dimensional)
b) plane shapes (2 dimensional)
* shape, size, position, direction and movement
3. Measurement
a) time
- calendar time - (day, week, month, yesterday, today, tomorrow)
- clock time
b) length, height, weight and capacity
4. Statistics
a) graphing
b) real graph
c) picture graph
d) bar graphs
e) line plots
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